a fully online degree program nursing ’ s experience at suny plattsburgh david curry and joann...
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![Page 1: A Fully Online Degree Program Nursing ’ s Experience at SUNY Plattsburgh David Curry and JoAnn Gleeson-Kreig Presented at CIT 2007 June 1, 2007](https://reader036.vdocuments.us/reader036/viewer/2022062516/56649d485503460f94a234f8/html5/thumbnails/1.jpg)
A Fully Online Degree Program
Nursing’s Experience at SUNY Plattsburgh
David Curry and JoAnn Gleeson-KreigPresented at CIT 2007 June 1, 2007
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Meeting the various college and department requirements to complete an entire degree online for distance learners requires a variety of technologies for both teaching and advising. How Plattsburgh State's Nursing program has met this challenge will be discussed.
What you are here to learn
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Objectives
Brief history of Plattsburgh’s distance learning nursing programSpecific challenges to earning a degree without setting foot on campusEngaging and retaining students at a distanceFaculty needs for success in teaching and advising
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History of Plattsburgh’s Online Nursing Program
1984 – 425 on-campus nursing majors and 18 full-time faculty1985 – 350 on-campus nursing majors. Planning for RN-to-BSN program begins1986 – Approval for program received and first students register on-campus1987 – First RN students registered at ACC and faculty commute to teach
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Why an Online Nursing Program?
Nurses with Associates degrees need a bachelors degree for career advancementThere are clear course differences between baccalaureate and associate degree programs Nursing research, community health, etc Sociology, developmental psychology, etc
Because they are already nurses, they don’t require clinical supervision by facultyUpstate New York is rural and travel for classes can be challenging
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More history – Plattsburgh’s distance nursing program – the early years
1988 – 125 on-campus nursing majors and 125 RN Option students (PSU and ACC) Separate sections of the same RN Option course
– one at Plattsburgh, one at ACC Five non-tenured faculty not renewed
1990 – to capture more students, PictureTel grant proposal written and funded. Four Community College sites Single section of same courses via synchronous
ISDN line – 2-way audio-video, 4pm to 9pm “Talking heads” and technology problems
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Challenges of PictureTel
Not quite full-motion video – choppy on ISDNSeveral tenths of a second delay – like talking over a radio, “over”While multiple sites were logged on, only the last one to speak was displayed to the instructor (what were the others doing?)Distant students jealous of local studentsISDN was expensive ($200/hr) – got left on one nightWho owned the product? Videotapes were made of each class to cover equipment problems – were they destroyed later?
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More challenges
Each site required an hourly technician to boot up and shut down the equipment Another expense for 5-12 students/site
For some nursing courses that technician had to be a nurse – for example, NUR304 Physical Assessment, classroom with lab skills The price of an adjunct but not teaching the
course, just the lab section
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More challenges
Graduation requirements – a problem http://web.plattsburgh.edu/academics/catalo
g/files/gened.pdf#gened page 50
36 credits from Plattsburgh, exempt from “senior residency” (30 of last 36)
Transfer 84 credits BUT only 67 from 2-year colleges (e.g. Associate degree RNs)
Our nursing courses = 28 credits, so 8 more Plattsburgh credits were needed General education courses were the answer, but…
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How did Plattsburgh adjust?
While nursing was leading, more programs were expected to follow, therefore:1998, Labor/management agreement signed http://faculty.plattsburgh.edu/uup/default.asp?
go=242 Terms of agreement are geared to
synchronous delivery of courses to sites with multiple students, i.e. PictureTel
Rights of faculty teaching distance courses and flexibility for campus were protected by agreement
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What happened next?
PictureTel becomes increasingly expensive to support Equipment upgrades needed
Fewer students/site/course as students graduate and cohorts fragment Difficult to maintain 15-20 students/course Other possible sites developed
2003, Campus decided to go asynchronous Transition to SUNY Learning Network planned SLN training scheduled for Nursing faculty
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And then?
SLN provided excellent classes re. Online pedagogy, but then,Campus decides to go with ANGELFaculty must transition again, though not as challenging as going online Most of SLN training very relevant
So here we are – not so brief, huh?
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Throughout it all…
Recruitment and retention – separate but equal A critical support service with travel
Travel first to classroom sites, later to sites with potential students e.g. hospitals, etc.
Person must be knowledgeable about program and campus requirements Not necessarily a faculty member, though
sometimes done by chairperson Nurse is a plus, but not necessary either
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Student Advising
The biggest challenge Adult learners, most working parents, with
obligations and high expectations Meeting the campus graduation
requirements without errors Finding general education courses, or
required science courses, “online” Art course from North Carolina – correspondence 4-credit Chemistry course from Maine Nutrition courses several places (but not
Plattsburgh until last year)
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Teaching challenges
Physical assessment – a lab course Currently using a DVD of skills and students
practice on their own then come to campus for practical exam
Management and Leadership and Community Health – clinical courses with local preceptors needed Finding the preceptors can be challenging Chat sessions needed for students to share
experiences
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Teaching challenges
Professional Issues – a Gen Ed course “Oral communication skills” – here’s
where the videos come in “Advanced writing requirement” –
several drafts of written work need evaluation Drafts need to get back and forth in timely
manner – “Track changes” helps a lot!
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Student Advising
Advisor must track student progress Make sure transcripts arrive and are credited
to the student in Banner Make sure students know when a needed
nursing course will be offered
Must advise faculty on what courses needed and how many students to expectBe the “messenger” that gets shot when a course or section is cancelled - seriously
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About BANNER and ANGEL
Can’t depend on them for tracking students If not registered for a course for a semester,
dropped from the major in BANNER Off-campus courses don’t count i.e. “Permission to
study off-campus” approvals Students will have a semester with no on-campus
course ANGEL “sweeps” BANNER for names of students,
therefore, can’t use ANGEL to communicate via Groups
Advisor must have own processes in place Excel, Access, and group email lists
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About Communication
Though program online, students may not be – They are issued a campus email
address, but seldom check it Need to be taught how to forward to home
email account (just like faculty ) Telephone contact is often necessary Regular mail needed also – newsletter,
etc Forms available online, but…
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Problems with Communication
Distance students don’t hear about all campus activities Honor society activities Pinning ceremony Graduation details
Duties assigned to new coordinator
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About our students
Most are not ready for cutting-edge technology Remember, they’re adult learners
Their children often show them how to download, file transfer, cut-and-paste, etc
Some rural students still have dial-up Most miss the structure of the classroom
Still, they have high expectations (of both you and themselves)
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About the technology
Watch out for “format” problems Require written work in .txt or .doc
Unless you want one submission in WordPerfect to challenge you
When you ask for “video” specify format VHS no longer standard – one faculty
expected videotape but got an mpeg and couldn’t view it
These videos were for campus-wide assessment of General Education – oops!
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Speaking of General Education
Getting Gen Ed courses online can be challengingCampus leadership needed, since online program or department has no leverage outside their own domainShowing how many students you refer elsewhere may get results – may not
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Advertising
Word-of-mouth has been our most important method – plus and minusOur potential students often work together
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Faculty needs
Computer equipment and skills With upgrades, more training
Education for advanced technologies More training
Support staff for communication including mailing of papers, exams, etcAdministrative and union support
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Questions? Comments?
Thanks for your attentionEmail questions to [email protected] [email protected]
Evaluations are online