Nursing Education Clinical Preceptorship Analysis Assignment

Assignment Task

Introduction

The Nursing (Training and Education) Department at work uses blended learning for Clinical Preceptorship (CP) Course. The blended learning environment in which this course is delivered will be analysed and critiqued. This case analysis examines the CP Course as a blended learning course. The paper discusses the learning theories associated with the learning environment, limitations and improvements of this programme underpinned by theoretical principles.

Background of Nursing (Training and Education) Department

Nursing (Training and Education) Department conducts a Clinical Preceptorship Course (CP). CP provides nurses with essential skills and knowledge to fulfil their role as clinical preceptors and provide effective supervision for novice nurses and nursing students. Blended learning is used as it combines e-learning and on-the-job practice.

Cognitive Load Theory

Apart from constructivism, Cognitive Load Theory also defines the learning environment for the CP Programme. Cognitive Load Theory is a learning theory that suggests that there is limited mental resources when learning new concepts, and that this memory can become overloaded if the information being processed is too complex or difficult to understand (Sewell et al., 2019). In addition, it emphasizes how short-term working memory and long-term intrinsic memory interact by the former gradually being assimilated into the latter.

Due to the limited time learners have in CP Programme, this is evident. Because the programme must be completed in 14 hours, each topic takes only 2 hours to cover. To aid understanding of concepts quickly and effectively, online presentation materials, notes and readings are provided. Through the practical session at the end and the competency assessment, learners integrate newly acquired knowledge into their everyday clinical practice in familiar clinical settings. Through self-reflection and consolidation, reflection-writing also optimizes cognitive load (Nückles et al., 2020). Through chunking theory and consolidating through hands-on practicums and reflection, the CP programme reduces cognitive load deliberately.

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