Canadian Journal of University Continuing Education
Not a member yet
364 research outputs found
Sort by
An Examination of Interprofessional Team Functioning in a BScN Blended Learning Program: Implications for Accessible Distance-Based Nursing Education Programs
No full textIn this study, the perceptions and experiences of an interprofessional team responsible for the development and delivery of the Registered Practical Nurse (RPN) to Bachelor of Science in Nursing (BScN) Blended Learning Program at Nipissing University were examined. In this program, RPNs can acquire a BScN through distance-based part-time study, including online courses and clinical practicum. In three years, the program has grown from an initial intake of 60 students to a current enrolment of over 600 students (Fitzgerald, Beattie, Carter, & Caswell, 2014).The success of the program is attributed to three factors: a part-time curriculum that permits students to work as they study; partnerships with hospitals and other clinical facilities to support the nurse-learner’s clinical placements; and the performance of a highfunctioning interprofessional team. This study of teamwork will benefit nursing and adult learning educators as well as e-learning professionals involved in the development and delivery of flexible programs for working nurses
A Season for Everything: A Journal Well Done and a New One on Its Way
No full textIn this final issue of the Canadian Journal of University Continuing Education (CJUCE), on behalf of the CAUCE Board of Directors 2015–2016 and the CJUCE–JPCOE Working Group, I would like to reflect on CJUCE’s past and JPCOE’s future.
Digging Up: A Five-Year Journey to Instructional-Design Stability in a Postsecondary Distance Education Unit
No full textThis report of practice describes a five-year process to establish and implement quality standards for a substantial portfolio of distancedelivered courses at the Centre for Continuing and Distance Education, University of Saskatchewan. The report describes an analysis of the issues and the solutions found that led to our current curriculum design standards and procedures, the implementation of learning technologies, and the identification of issues and solutions regarding copyright law. Lastly, the future prospects of these distance-delivered postsecondary courses are considered. Focusing on the issues and solutions for each category of challenges, this report describes the five-year journey of a small instructional-design team that faced roadblocks and barriers common to many postsecondary continuing and distance education units
Evolution of a Tradition
No full textThis will be the final issue of the CAUCE journal, the Canadian Journal of University Continuing Education (CJUCE). The CAUCE board, in consultation with the membership, decided at the 2015 spring conference to retire CJUCE and develop a new journal that better represents the changes occurring in continuing education.
“I gained a skill and a change in attitude”: A Case Study Describing How an Online Continuing Professional Education Course for Pharmacists Supported Achievement of Its Transfer-to-Practice Outcomes
No full textThe convenience and flexibility of online learning clearly make it an attractive option for learners in professional development contexts. There is less clarity, however, about how it fares as a vehicle for enabling the applied, practice-oriented outcomes typically associated with professional development learning.This paper presents a case study describing how transfer-of-learning strategies were employed in a continuing professional education (CPE) course developed for practicing pharmacists, called ADAPT (ADapting pharmacists’ skills and Approaches to maximize Patients’ drug Therapy effectiveness).To gain insight into the extent to which learning was transferred to practice as a result of participation in the course, qualitative data were collected over a 12-month period from participants of the 2010 pilot offering of ADAPT. Participants reported making changes to their practice as a result of participating in the course, and they identi- fied three course features as being particu- larly useful in facilitating practice transfer: providing learners with (i) a vision of targeted outcomes and skills, (ii) support to enable them to attain targeted outcomes and skills, and (iii) explicit preparation for action