Building a Collaborative Learning Community: Q & A with Diane Billings

The Collaborative Learning Community (CLC) is a new and innovative approach to nurse education that enables participants to learn about timely topics and interact with each other and with leaders in the field. The program, a component of the New Jersey Nursing Initiative, blends face-to-face meetings and workshops with a series of Web-based seminars, or webinars, and online discussions. The 10-seminar program takes place over a period of two years and is open to Robert Wood Johnson New Jersey Nursing Scholars, faculty, mentors and others interested in improving nurse education.

 

The program is led by Diane M. Billings, Ed.D., R.N., F.A.A.N., the chancellor’s professor emerita at Indiana University’s School of Nursing in Indianapolis. Excerpts from a recent interview with her follow:

 

A: We’re hoping that Scholars get to know and learn from each other and that they share resources with one another. We also hope to use the program to develop a sustainable model for schools across the state to cultivate, recruit and retain nurse faculty.

 

A: We are conducting a series of webinars for Scholars, faculty, mentors and other partner institutions that contribute to the Scholars’ development. We also host online discussion forums and post information about the program and other nurse education resources in the online component of the Collaborative Learning Community.

 

They are doing great. They are active participants; they are networking; they’re learning about their classmates’ views; they’re thinking and reflecting on their own practice as nurse educators; and they’re being thoughtful and sharing resources.

 

A: That there are many aspects to the role of nurse educator, from organizing clinical experiences, to classroom teaching, to learning about various teaching and evaluation strategies.

 

A: So far, we have focused on understanding the needs of students. In one session we discussed the diversity of student learning styles and skill levels, and in another webinar we had a panel of nurse educators who shared their expertise about the impact of race and gender in student learning. We also covered strategies to promote a multicultural learning environment for students.

 

A: We will have webinars about innovations in clinical teaching; technology and nursing education; and how to manage classroom challenges such as academic honesty and disruptive behavior.

 

A: The Scholars and the faculty are getting to know each other by participating in the webinars and in online follow-up discussions. We’re hoping to build these kinds of relationships so that students have a broad network of contacts throughout their careers. I’m especially pleased that the faculty who are working with the Scholars are also participating. It really enriches the community when the faculty and the student mentors and project directors are engaged.

 

A: We want New Jersey to be known as a place where teaching matters, where we have excellent, well-prepared faculty who are using the ‘best practices’ in nursing education.

 

A: The program enhances Scholars’ education and provides great networking opportunities that will help them now and down the road. Being a Scholar is a real entrée into professional practice.

A: We will continually evaluate the program. By the end of the two years, Scholars will have a portfolio of work they have completed that addresses the various competencies expected of a nurse educator. The Scholars, faculty and the RWJF evaluators and project team will use these portfolios to document the Scholar’s learning throughout the grant period.