Authentic Engagement in High-Enrollment Graduate Courses: Pathophysiology Consumers Become Content Creators

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Abstract

The challenge to educate increasing numbers of nursing students at all levels in both online and in-class environments calls for innovative instructional strategies that may include technology-based assignments to help students apply knowledge to clinical situations. This article describes a case study assignment created for a graduate-level pathophysiology course that required students to create digitally enhanced patient stories. Nursing students enrolled in the online and in-class sections of the course worked together using commonly available learning technology tools to create content that bridged pathophysiology concepts and clinical practice.

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