Design with evaluation in mind: Assuring quality in a newly blended nursing program

Laurie J Posey, Emily O Egerton


As traditionally face-to-face nursing programs integrate more and more online components into the curriculum, it is important to consider established standards of quality in online and blended course design. This case study applied a quality rubric and peer-review process to the design and evaluation of a newly blended Accelerated Bachelor of Science in Nursing (ABSN) program. Early adoption of the standards to guide the redesign process resulted in a highly successful review process, with twelve of thirteen courses achieving quality certifications. Qualitative analysis of peer review feedback revealed common themes including: the importance of greeting students with a warm and professional welcome; ensuring alignment among objectives, activities & assessments; establishing a context for instructional units; guiding student use of learning materials; promoting active learning; and developing specific, detailed criteria and grading rubrics for assessments. Despite several challenges associated with applying an online-focused process to blended courses, the selected framework was a useful for assuring quality in the design and evaluation of both fully online and blended nursing courses.

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Journal of Nursing Education and Practice

ISSN 1925-4040 (Print)   ISSN 1925-4059 (Online)

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