E learning story board

NP E-Learning Story-board

About The course (what, who, how, where) The course is targeted for the Family Nurse Practitioner (FNP) students who are on 4 months internship in various health facilities around the country. FNP program equips registered nurse with advanced skill in assessment, diagnosis and in both non pharmacologic and pharmacologic therapeutic care. The last semester of training entails 4 months internship with minimal contact with faculty and limited group interaction by students. Faculty contact at internship site is 2 days per student for the entire 4 months. The other contact is during one week of clinical seminar when all students are brought to one sitting to discuss their clinical experience. The internship requirement include primary care of clients across all age groups from child to older adult, conducting office laboratory tests, interpreting basic laboratory tests, and carrying out minor procedures such as suturing, ear syringing, splinting etc. The curriculum summative assessment requirement include written examination for the three courses that were offered in semester three, preceptor clinical assessment , patient case load requirement and faculty clinical assessment for all the three courses in children, adult and sexual and reproductive health. The proposed course is a monthly web seminar (webinar) for students to enhance clinical teaching offered by preceptors. The reason why this course is very important is because students are often sent to areas where there are limited learning resources and preceptors are also not well prepared to teach. The purpose of this course is therefore , to provide ongoing support to students by creating an avenue for regular interaction, group discussions, sharing of clinical experiences and for faculty to guide students and provide teaching on conditions that students reported challenging on their reflective diaries Topics for discussions will be selected from students reflective diaries emailed to the course coordinator fortnightly. Ultimately, videos of procedures such as suturing, ear syringing will also be posted on the web at the beginning of clinical attachment to guide students.

About the Learners: Who are the learners? (where are they from, why are they doing the course, how old are they, what is their skill levels etc) The learners are the Family Nurse practitioner Students doing the fourth semester, which is their last semester of training. The e-learning course is appropriate for this group because the group has already received a course on Information Communication and Technology, which covered the use of internet. The group is therefore well skilled in the use computers and internet. The FNP program trains basic registered nurses who have worked previously in various health settings and are now enrolled in the program to advance their clinical decision making skills (health assessment, Diagnosis, therapeutic and non therapeutic management of common primary care conditions. The course is offered provide ongoing support to FNP students who are on internship attachment, by creating an avenue for regular interaction, group discussions, sharing of clinical experiences and for faculty to guide students and provide teaching on conditions that students reported challenging on their reflective diaries

The method (delivery options, content, tools, strategies etc) The appropriate strategy selected is the one that would allow for interactive, collaborative discussions that are non-threatening to students. To create a conducive non threatening environment, I would request that students send their reflective diaries to my personal email, so that I can select cases for discussion. Thereafter, I will post 4 critical cases every month for students to discuss. I have selected the use of google groups for our discussion as it easily accessible, free of charge and very easy to set up without the need for specialized software. The google groups also allows for informal conversational style and students often participate in threaded discussions on topic of interest. The threaded discussion will be done through emails or through the web, whatever approach that the students find convenient at a given time. Interaction will be asynchronous, and kind of self paced as students will be expected to respond at their own pace but within a given period of 5 weeks. The main learning model will be reflective and knowledge base. The key tasks in this course include: 1. Identifying challenging cases and presenting it to students to allow for fruitful interactions among learners 2. Creating an avenue for students/faculty interaction so as to motivate and enrich learning 3. Assessing students’ progress and providing evidence of clinical competence from analysis of students’ discussions. 4. Providing ongoing support to students who have difficulty coping in their areas of attachment

Benefits of the Course: 1 How will this benefit your learners/clients? : The approach is to enhance clinical teaching received from preceptors, create an opportunity for students to support each other. The course also provides an opportunity to equip students with clinical problem solving skills of complex clinical problems and allows for faculty to provide guidance to students on issues that are challenging in a clinical setting

Benefits 2 How will it benefit your business/organization and the staff involved? The approach allows for timely address of students’ learning needs. It is cost effective in the sense that what ever is discussed in the google groups will benefit all students at one setting. It is also cost effective in the sense that there will be reduced need for faculty to travel to facilities to address some issues.

Getting ready for the course : What are the main things you will have to do to make it happen?: Make sure that all students understand the course expectations and have access to the Internet or have mobile phones that have Internet. Prepare the course objectives Design assessment tools

ADDIE Model:

Assessment

ADDDIE is an acronym for Assess, Design, Develop, Implement and Evaluate. To start the ball rolling on program or course design using the a ADDIE model, I will give a brief update about the course and the the rationale for establishing the course.

The course is targeted for the Family Nurse Practitioner (FNP) students who are on 4 months internship in various health facilities around the country. FNP program equips registered nurse with advanced skill in assessment, diagnosis and in both non pharmacologic and pharmacologic therapeutic care. The last semester of training entails 4 months internship with minimal contact with faculty and limited group interaction by students. Faculty contact at internship site is 2 days per student for the entire 4 months. The other contact is during one week of clinical seminar when all students are brought to one sitting to discuss their clinical experience.

The internship requirement include primary care of clients across all age groups from child to older adult, conducting office laboratory tests, interpreting basic laboratory tests, and carrying out minor procedures such as suturing, ear syringing, splinting etc.

The curriculum summative assessment requirement include written examination for the three courses that were offered in semester three, preceptor clinical assessment , patient case load requirement and faculty clinical assessment for all the three courses in children, adult and sexual and reproductive health.

The proposed course is a weekly web seminar for students to augment to clinical teaching offered by preceptors. The reason why this course is very important is because students are often sent to areas where there are limited learning resources and preceptors are also not well prepared to teach. The purpose of this course is therefore , to provide ongoing support to students by creating an avenue for regular interaction, group discussions, sharing of clinical experiences and for faculty to guide students and provide teaching on conditions that students reported challenging on their reflective diaries

Topics for discussions will be selected from students reflective diaries posted on the web weekly or biweekly. Videos of procedures such as suturing, ear syringing will also be posted on the web at the beginning of clinical attachment to guide students.

The lack of regular access to internet may be a challenge for this web-seminar approach, but it is worth trying. There will be no formal assessment as the approach will only be augmenting clinical teaching that has already been ongoing. The areas discussed will automatically be assessed in the final examination and during practicum assessment. I will consider awarding a credit for student’s participation. The mark awarded will probably be added to the student assignment mark.

Design:

The second step in course development is the Design stage. This stage is comprised of developing clear learning objectives and learning outcomes or competencies to be achieved. The learning objectives create an easy framework for the development of modes of assessment. Therefore the objectives for this course would be three fold:

1. To provide a caring and supportive environment and resources to students who are on internship

2. To create an avenue for students to collaborate with each other and integrate concepts learned in classroom and practice areas

3. To provide an equip students with competencies in problem solving skills of complex primary care cases and provide guidance to students on issues that they find challenging in their clinical set up

Emphasis will be placed the development of diagnostic reasoning skills, that enables them to formulate differential diagnosis and come up with appropriate and comprehensive history taking, physical examination, diagnostic investigation and therapeutic interventions.

The specific objectives for the course are as follows:

By the end of 15weeks (internship), student will be able to:

i. Correlate history, Physical examination, diagnostic interventions to generate differential and specific diagnosis on challenging cases encountered on internship

ii. Design a comprehensive management plan of challenging cases based on established diagnosis

iii. Report high level of support (emotional + resource) from the adopted e-learning teaching strategy

iv. Demonstrate commitment to lifelong learning and teamwork by participating regularly on e learning discussions

Designing outcomes:

The student assessment will be in the form of course evaluation which will be computer based. Another form computer based assessment will be testing of knowledge acquired during the discussion. A sample of computer based quiz has been uploaded to the web for students to view. I am currently working on the format to ensure that the quiz is automatically graded. Student will also be awarded a grade for participating in the discussion, which will add to the final assessment grade.

Mode of assessment:

Computer based quizzes X 3: 20% each =60%

Participating in at least10 of the 12 cases = 40%

Course evaluation Nomark:

Develop

The third stage is comprised off facilitating learning and establishing classroom logistics.

Facilitating Learning:

During this stage the course designer is expected to identify instructional strategies. These strategies are often guided by the facilitators’ understanding that student have different learning styles and that there are different models for e-learning that determine selection of the e-learning strategy. For example, a learning style that requires for participatory and interactive approach (collaboration or constructivist models) would require the use of strategies such as google docs, google-groups, blogs, wikis etc.

The appropriate strategy for my project is the one that allows for interactive, collaborative, non threatening discussion. Since cases would be generated from student’s reflective diaries, students would be advised to submit their diaries directly to my email, so that I can select interesting cases and removes students’ names before posting it for other students to comment.

I have selected the use of google groups for our discussion as it easily accessible, free of charge and very easy to set up without the need for specialized software. The google groups also allow for informal conversational style and students often participate in threaded discussions on topic of interest. The threaded discussion will be done through emails or through the web, whatever approach that the students find convenient at a given time. Interaction with googlegroups is usually asynchronous, and kind of self paced as students will be expected to respond at their own pace but within a given period of 5 weeks. The learning model here is reflective and knowledge base.

Classroom Logistics :

Students would be expected to participate at own pace and to use evidence based information during their discussions. Bibliography of at least one article would be required for any clinical care recommendations.

Implementation

This step is where by the facilitator puts the lesson into practice. The lesson delivery takes into account the course objectives, user friendliness of teaching strategies and clarity of the course. With reference to my course, I have decided pilot the course with the current group. Invitations have been sent to students requesting them to email some clinical cases that they would like to be posted for discussion.

Information about the course, drafted computer based quiz and reflective diary template has been posted motivate the students to participate.

This course will be evaluated with the next coming group.

Evaluation:

The last step of ADDIE model is the evaluation. This steps looks into student’s reactions to the course and facilitators. Evaluation on this part looks into whether students valued the course/ facilitations or not. A course evaluation will be developed for this particular activity.

The next form of evaluation is establishing whether there was knowledge acquisition or not. This is often done in the form of formative or summative assessment. A computer based quiz has been developed assess knowledge gained. The use of reflective diary would also be used to assess whether cases that were discussed previously have surface again in the discussions.

article anlysis

rticle Analysis: -E-learning module: http://designing.flexiblelearning.net.au

Thanks to the subside- http://designing.flexiblelearning.net.au on designing e-learning . First I was very much impressed by the appearance of the home page and the way the navigation keys were arranged. The navigation keys were user-friendly with easy to access links established .

The other thing that impressed me about the web-site was the richness of the site. I t is very resourceful, informative and easy to follow. I felt that the web-site developers were very much informed about what educators needed in order to develop an very effective e-learning course. The site has been very resourceful because it offered a tour guide of all the steps involved in development of e-learning course. The site provided a range of tours starting from discussing types of e-learning, e-learning teaching strategies, planning an e-learning course to designing an e-learning course. I would recommend site to all those who are beginners in e-learning.

The wonderful thing about the web-site is that it does not only focus on course development, it also went further to discuss principles of education, from learning theories, teaching strategies, to the basics of course assessment and evaluation.

The course developer started by out lining the key terms used in e-learning, The developers further went on to discuss the importance of understanding learning theories as they provide guidance on e-learning teaching strategies. Learning theories such as cognitivism, constructivism and behaviorism were discussed and their implications in designing courses. Assessment tasks were also discussed to guide e-learning course developer to make an informed decision on selection of the appropriate courses. However, the challenge with the discussion on theories was that, the developer appeared to have mixed the strategies together with the theories, which required that users be informed in the difference between the two.

Another, thing good about the subside was the developer used the ADDIE model to take through the browsers or users. The site enhanced my appreciation of e-learning teaching strategies, since a range of close to 50 strategies suc as blogs, wikis, google docs etc were put up, with pros and cons clearly discussed. The site also provided discussions on how to provide support to the learner and the support tools to use.

Thanks also to the article on "The impact e-learning in Medical Education" by (Ruiz, Mintzer and Leipiizig)

This article helped me appreciate the importance of e learning as it outlined all the benefits associated with e-learning versus traditional learning such as its cost effectiveness and its ability to contribute to demonstrated learning. The article highlighted the need for faculty development in the use e-learning, so as to cut on the costs of travelling to clinical sites to supervise students etc. Ruiz e. tal. in their discussions argued that since the use of technology requires an extra skill and has been proven to be highly effective in the delivery learni9ng content, faculty engaged in this kind of approach should receive extra recognition for their extra effort. I turn to concur with the authors of this article, because of the experience I went through when designing the e-learning course.

In conclusion, the web-site and the article above have really fueled my level of appreciation for e-learning in addition to the guidance I received from my e-learning module facilitators.

Analysis of my Course on the ADDIE Model

ADDIE is an acronym for Assessment, Design, Developm, Implement and Evaluate. to start the ball rolling on course development using the ADDIE model, I will give a brief update of the program, the rationale for establishing the course and anticipated challenges.

The course is targetted for the Family Nurse Practitioner (FNP) students who aree on 4 months internship in primary health care hospital settings around the country. Students are ussually sents to facilities in pairs or triads under direct supervison of a Nurse practitioner or medical officer to provide primary care to clients, learn certain procedures such as ear syringing and suturing, conduct office laboratory tests and interpret dignostic tests.

The program is designed to equip registered nurses with advanced skills in clinical assessment. diagnosis and pharmacologic and non pharmacologic management of clients across all age groups (Child, adult and elderly/older adult) in primary care setting. The program is offered over a period of four semesters. The fourth semester, which is 4 months long, is dedicated for intership and 1 week seminar.

Once students are on internship, group interaction is only 5 days for their entire 4 months intership period, and interaction with faculty at the internship site is at most 3 days/student. This mimimum interactions is often frustrating to students more so that they are sent to areas with limited learning resources. Students often feel isolated, overwhelmed by the clinical requirement and frustrated when they fail to find someone to help them with unanswered clininal encounters
The purpose for introducing this course is to create an environment similar to a classroom setting where students and faculty can interact regularly, share expereinces, learn from each other or get regular updates on new patient care developments. The course will be designed specifically to create an avenue for addressing issues raised by students in their reflective diaries.
Video tapped procedures such as suturing, ear-synging, office laboratory testing procedures will also be posted to guide students .

Topics for discussions will be guided by the course plans for the three courses offered in semester 3 ( The semseter three courses are MANAGEMENT OF CHILD, MANAGEMENT OF YOUNG AND OLDER ADULT, AND SEXUAL AND REPRODUCTIVE HEALTH).

There will be no formal assessment of the course as the approach is to augment to clinical teaching that has already been ongoing. I take it that the areas discussed in the webseminar will be assessed autimatically in the planned final examination and preceptor assessment. However, I am thinking of awarding a credit for regular participation in the discussion, and a mark for that may be added to the case study assignment marks.

The proposed webseminar course is anticipated to have challeges, as some facilities have no regular internet.

elearning sounds intersiting and challenging

I need this course to master elearning staff. The course is quite interesing and is quite a new experience for me.

MPhil HSE e-Learning

MPhil HSE e-Learning

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