Benefits of a virtual learning environment in enabling collaborative and constructivist learning in a community of specialist nursing pratice

A specialist nurse practitioner is required to develop higher levels of judgement, discretion and decision making in their clinical practice [1]. This presented a challenge in converting from a face-to-face to distance mode of delivery. A virtual learning environment (Blackboard v5.0) was used to facilitate constructivist and collaborative learning experiences such as problem-based learning, situated in the practice context. This enabled application of theory to practice, peer-to-peer support, and development of problem solving skills. The computer-mediated communication afforded by Blackboard allowed students to share and learn from each other's experiences in authentic tasks, and enabled exposure to alternative viewpoints, constructive criticism and reflection, within a community of practice. Initial evaluation of the module demonstrated that Blackboard helped students to apply their learning to practice, to meet the module outcomes, and increased their enjoyment of the module. This suggests that a virtual learning environment can be used effectively to craft authentic learning experiences and facilitate development of metacognitive skills for students within a practice-based discipline.