Edward, Karen-leigh ORCID: 0000-0001-8697-4006, Kruger, Gina ORCID: 0000-0003-2291-7648, Philip, Susan ORCID: 0000-0002-2309-5458, Irvine, Susan ORCID: 0000-0003-2282-0854 and Tyler, Deborah (2024) Implementing a new block model teaching approach in nursing and midwifery education – an evaluation. In: 2024 International Block and Intensive Learning and Teaching Association (IBILTA) Conference "University Built Better: The Block and Future of Higher Education", 24 Jul 2024 - 26 Jul 2024, Melbourne, Australia. (In Press)

Abstract

Aim/Objective: The Victoria University (VU) Block Model (TBM) has provided a unique opportunity to actively engage nursing and midwifery students to enhance deeper learning in preparation for graduate practice. The aim of this evaluation was to explore student learner outcomes within the initial years of implementation of the innovative block model at a university in the western region of Melbourne. Data presented focuses on student outcomes and learner engagement within TBM, informed by active learning pedagogy, for undergraduate nursing and midwifery education. Methods: The retrospective evaluation compared key indicators of student learning pre-block model introduction and post-implementation for nursing and midwifery students. Comparisons were also made using Australian national external data sets like the Student Experience Survey and National Employability Survey. Students were enrolled in higher education programs and had completed their studies in TBM. Results: Data strongly demonstrates that implementation of TBM in nursing and midwifery programs resulted in improvements in learner engagement, retention rates, and pass rates. Improvements were also noted graduate outcomes, with an increase in full-time graduate employment. Conclusion: The results suggest the VU Block Model is a promising new teaching approach in nursing and midwifery education, with potential benefits for learner engagement, retention and pass rates

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