ed tech 512 design document

EDTECH 512 Design DocumentName: Tara Peters

Basic Clinical Nursing Skills

Problem AnalysisWhat problem are you trying to address?Students are not receiving enough instruction, guided skills practice and independent skills practice prior to attending clinicals in order to provide safe direct patient care appropriate to their skill level. Students need more guided practice time, more open lab practice time and the opportunity to review content and procedures as often as necessary for them to gain understanding and increase confidence.

What are the symptoms of the problem?Students are not performing their basic nursing skills as well as they should once they have completed skills lab and have moved to direct patient care in clinicals. In addition, students exhibit signs of lack of preparation and/or confidence such as being unwilling or unable to perform basic skills without direct support from their instructor even when they have performed the skill previously in lab or clinicals.

What is the root cause of the problem?The root causes are:1. Limited instruction time. Currently, students have the opportunity to see the instructor

perform a skill properly once or twice in their weekly 4-hour skills lab class.2. Limited guided practice time. The students do not have enough opportunity to review

skills with an instructor.3. Limited individual practice time. Students do not have access to an open lab for

individual or group practice at this time.4. Inadequate formative assessment due to the lack of instructor guided practice during the

week plus the emphasis on summative rather than formative assessment.

Is instruction an appropriate solution for the problem?Yes. Students need more instruction and guided practice in order to master basic skills competencies and to gain experience and confidence. Optimally, students should be able review online instruction as needed and receive formative feedback through informal guided instruction during open labs. Students state that they are afraid to make mistakes and are therefore reluctant to attempt newly learned skills at clinicals with their instructors present.

By offering a blended WBI course students will be able to view videos of skills being performed properly and view lectures as often as needed prior to attending skills lab. Instructors will be able to engage students in more critical thinking exercises in skills lab and will be able to provide more formative feedback. This, along with the formative feedback students will receive in guided lab practice will not only help them to learn and begin to synthesize the skills, content and concepts being taught in this and other nursing classes, but they will become accustomed to receiving feedback that is intended to help them improve. Mistakes are not penalized and students are allowed to concentrate on learning rather than on trying to avoid points-deductions. Again, students can return to the online materials to review any skills, content or concepts that need reinforcement.

Is web-based instruction an appropriate solution for the problem?WBI is appropriate in this case because instructors simply do not have enough time to go over each skill in detail and answer all of the inevitable questions that arise in class and provide students with adequate guided practice time. By moving portions of the class online, students can listen to lectures and view skills demonstrations as many times as they like prior to coming to skills lab and they can practice step-by-step along with the video at home if desired. The limited available class time can be spent on helping students integrate new knowledge and skills as they learn how to apply their knowledge and critical thinking skills to patient care involving the learned skills.

What is your instructional goal?The instructional goal is to provide students with the content, concepts and skills that will enable them to safely provide basic, direct patient care utilizing the basic clinical skills learned in skills lab, within the scope of practice for a first-semester nursing student.

Organizational InfrastructureResources - We have one small three-bed lab and we have the necessary equipment and

supplies. First and second semester students must alternate using the lab, though the nursing department can shar the CNA lab if it is not in use.

Organizational culture - Our college is a small applied technology college, and most of the administrators are SMEs in various fields and have been with the school for years and have been promoted to administrative positions over time.

Ownership of WBI materials - I will own the materials I create for this class because I will create the entire course on my own outside of my normal work schedule. This class contains no proprietary information or methods except the design which is mine alone. The content is standard and freely available in various formats such as online, blogs, webpages, textbooks, research articles and so forth which is why I chose this class for this project and for hybrid learning accreditation. Therefore, I have no problem whatsoever allowing the school to use my work for this project for the nursing program or the accreditation.

Tech staff support - We have tech support, and there are 3 IT people who provide

service to multiple locations around the county. Therefore, we will attempt to utilize Canvas, the LMS chosen by the larger organization, the practical limitations of money and manpower may or maynot have an impact on our ability to obtain support in a timely manner. If Canvas does not work as it should I will simply put the course on my personal website.

Admin support - The administration has decided that it wants to be approved for hybrid/blended learning by the school’s accreditation agency and so had decided that all programs would include a 30-90 hour workplace readiness course and part of each program’s curriculum. I declined on the grounds that I did not have 30-90 hours of content that I could afford to cut from my 900 hour program without potentially having an accreditation issue with our accrediting agency, ACEN. Therefore, I volunteered to develop our own hybrid class that the nursing program could then use that would also allow MATC to use to get the entire health services program approved for hybrid classes. If nursing is approved, all others are automatically approved (update: approved). The workplace readiness course will be made available to our students as an optional offering independent of PN Program requirements.

Allocation and competencies of personnelThe skills lab instructor has her MSN, 20 years nursing experience in various settings, was a nursing program director and is a PhD candidate in curriculum and instruction now. One instructor quit two weeks before classes started and another quit 3 weeks into the semester, so we now have 2 FT instructors and me, the Program Director. While we are all experienced and appropriately educated for our positions, we are seriously understaffed and this strains the abilities of us all to both design, implement and evaluate the program.

Learner location and technologyOur students will be at the school for skills lab instruction. They can practice skills during open lab, or they can practice most skills at home as long as they have their lab kit with them. Students can view the online material in the school’s computer lab or from any location where they have internet access. All students are within commuting distance of the school.

Most students have basic computer skills and can access the internet and view online videos, send email and use the Canvas LMS. Students who cannot can ask for and receive assistance from the staff, but this issue is rare. Both Canvas and the content will be web-based and no downloads are required so any browser will enable students to access content and the LMS. Students who do not have a computer at home can use the computer lab at MATC or they can use the Google Chromebooks provided by the nursing program. I provide all tech support for the Chromebooks and I am generally available to the students before and after classes 5 days per week.

Learner AnalysisGeneral CharacteristicsThe class is made up of adult learners between the ages of 18-54, and these students come from a variety of backgrounds. The vast majority of these students intend to go on to an LPN to RN completion program and work as an RN, though many will work as LPNs in the interim.

MotivationsOur nursing students, like all nursing students, are highly motivated to succeed and can, therefore, create a great deal of stress for themselves. In turn, the pressure to succeed interferes with their learning because they can be more focused on avoiding mistakes and acquiring points rather than knowledge. Part of the challenge with these students is to redirect their high level of motivation toward learning rather than points and grade acquisition solely.

Prior KnowledgeAll students are high school graduates who have fulfilled specific prerequisites such as Anatomy, Physiology, Microbiology, Human Growth and Development and Psychology, among others. Many hold previous 2 or 4 year degrees in other or related fields. All students are Certified Nursing Assistants and have worked in that capacity for a year or more prior to applying to this program.

Communication SkillsAll students must be able to speak, understand, read and write English well enough to be understood by colleagues and patients and to be able to understand them. In addition, their writing skills must be good enough for students to be able to convey information in writing in the form of charting or other written documentation.

Technical SkillsStudents must be able to navigate the internet, open, read and send email, and access content online and/or through the school’s LMS, Canvas. If students are not able to meet these minimum requirements help will be provided or an alternate method of information delivery may be appropriate, though this option has yet to be implemented.

Abilities and DisabilitiesStudents must be able to carry out all the essential duties of a nurse including hearing, seeing, lifting and being on one’s feet for extended periods. While ADA accommodations may be given in some circumstances, not all requests to accommodate can be reasonably met due to patient safety considerations. If students cannot complete their clinical assignments unimpeded, they will not be able to successfully complete the program.

Other Learner CharacteristicsMost students are adults who work and have family obligations. These outside demands on their time can add to their stress levels to the point of interfering with their learning. As such, we continually look for ways to reduce stress while still providing a quality educational experience to the students.

Relevant StandardsWe do not have any specific standards to meet, but our students compete with the graduates of other nursing schools. Therefore, we seek input from our community partners regarding our students’ performance on the job and how we might improve their nursing skills.Our accreditation body, ACEN, has standards the program must meet but these are not specific educational standards. Rather, the standards the nursing program must meet are broad and do not dictate particular educational levels the students must achieve in order to graduate or for the program to maintain its accreditation, though students must pass the NCLEX-PN exam in order to be licensed, and our pass rate must be at or above national standards.

Learning Task Map

Task Objective Assessment Blueprint (TOAB)Learning Task Item & Number

Objective Outcome Level Assessment Item

Provide Safe, Direct Patient Care

Cognitive Strategy; Motor Skills; Intellectual skills: Higher order rules, problem solving, concrete concepts, defined concepts

1.0 Perform Clinical Skills

Motor skills; Intellectual skills: higher order rules, concrete concepts, defined concepts, problem solving

1.1.1 Maintain sterility Student will be able to discuss at least 4 ways to maintain glove and field sterility.

Intellectual skills: problem solving

Guided group discussionsObjective assessment

1.1.2 Problem-solve contaminated gloves

Student will be able to describe at least 3 appropriate actions to take if sterile gloves become damaged or contaminated.

Intellectual skills: problem solving


1.1 Don sterile gloves Student will be able to demonstrate the proper method for donning and removing sterile gloves with 100% accuracy on all critical skill elements.

Motor skills; Intellectual skills: higher order rules, defined concepts

Skill performance

1.2.1 Site selection Student will be able to discuss 2 primary considerations when selecting a site for blood glucose sampling.

Intellectual skills: problem solving, discrimination


1.2 Check patient’s blood sugar

Student will be able to demonstrate the proper method for testing a patient’s blood glucose level with 100% accuracy on all critical skill

Motor skills; Intellectual skills: higher order rules, problem solving

Skill performance

elements.

1.3.1 Evidence-based best practices

Student will be able to identify 3 best evidence-based practices for Foley catheter use.

Intellectual skills: discrimination, attitudes

Online discussion board

1.3.2 Cost of infections due to Foley catheter use

Student will be able to discuss at least 3 costs of infections due to Foley catheters.

Intellectual skills: attitudes, problem solving


1.3 Insert Foley catheter

Student will be able to demonstrate the proper method of inserting and removing a Foley catheter with no breaks in sterile technique and 100% accuracy on all critical skill elements.

Motor skills; Intellectual skills: problem solving, higher order rules

Skill performance

1.4.1 Change in condition Student will be able to explain the appropriate interventions for 3 possible changes in a patient’s condition.

Intellectual skills: discrimination, problem solving

Guided group discussionsIn lab patient scenarios

1.4 Perform basic physical assessment

Student will be able to perform a complete, basic physical assessment on an adult patient with 100% accuracy on all critical skills elements.

Motor skills; Intellectual skills: problem solving, discrimination

Skill performance

1.5.1 Six rights Student will be able to explain the six rights of medication administration and their relevance to patient safety with at least 90% accuracy.

Intellectual skills: attitudes, higher order rules

Online discussion boardGuided group discussions

1.5.2 Three checks Student will be able to explain the three medication checks in medication administration and their relevance to patient safety with at least 90%

Intellectual skills: attitudes, higher order rules


accuracy.

1.5.3 Med error prevention Student will be able to discuss the impact of medication errors on both individuals and society by providing at least 2 examples of preventable medication errors and the results of those errors.

Intellectual skills: attitudes, cognitive strategies, discrimination


1.5 Administer oral medications

Student will be able to correctly perform an oral medication pass with 100% accuracy on all skill critical elements.


Skills performance

1.6.1.1 Site selection

Student will demonstrate ability to select appropriate injection site, considering patient, medication and volume to be injected with 100% accuracy on all critical skill elements.

Motor skills; Intellectual skills: higher order rules, problem solving, discrimination

Skills performanceObjective assessment

1.6.1.2 Select supplies and equipment

Student will demonstrate ability to select appropriate needle and syringe for the injection ordered.

Intellectual skills: problem-solving, discrimination


1.6.1 Transdermal injections

Student will demonstrate ability to perform a transdermal injection on a mannequin or a live patient with 100% accuracy on all critical skill elements.

Motor skills; Intellectual skills: higher order rules

Skills performance

1.6.2.1 Site selection

Student will demonstrate ability to select appropriate injection site with 100% accuracy on all critical skill elements.


S Skills performanceObjective assessment


Student will demonstrate ability to select appropriate needle and



syringe for the injection ordered with 100% accuracy on all critical skill elements.

1.6.2 Subcutaneous injections

Student will demonstrate ability to perform a subcutaneous injection on a mannequin or a live patient with 100% accuracy on all critical skill elements.


Skills performance

1.6.3.1 Site selection Student will demonstrate ability to select appropriate injection site, considering patient, medication and volume to be injected with 100% accuracy on all critical skill elements.




Student will demonstrate ability to select appropriate needle and syringe for the injection ordered with 100% accuracy on all critical skill elements.



1.6.3.3 Z-track method Student will verbalize understanding of how and when to perform an intramuscular injection by the Z-track method with at least 90% accuracy on all critical elements of the skill.



1.6.3 Intramuscular injections

Student will demonstrate ability to perform an intramuscular injection on a mannequin with 100% accuracy on all critical skill elements.

Motor skills; Intellectual skills: higher order rules, discrimination

Skills performance

1.6 Administer medications by

Student will demonstrate ability to perform medication

Motor skills; Intellectual skills: higher order rules, problem solving,

Skills performance

injection administration by injection with 100% accuracy on all critical skill elements.

discrimination

2.0 Apply Safety Principles to Direct Patient care

Intellectual skills: higher order rules, concrete concepts, problem solving, attitudes

2.1.1 Hand washing Student will discuss at least 3 reasons hand-washing is vital in the prevention of the spread of infections to both the nurse and the patient.

Intellectual skills: attitudes, defined concepts, cognitive strategies


2.1.2 Vectors Student will identify at least 3 common vectors in the clinical setting and how the spread of infection via vectors can be reduced.

Intellectual skills: attitudes, defined concepts, cognitive strategies

Objective assessmentGuided group discussions

2.1.3 Cost of infections Student will be able to discuss the impact of hospital acquired infections on both individuals and society by providing at least 2 examples of preventable infections and the results of those infections.

Intellectual skills: attitudes, cognitive strategies, discrimination


2.1 Infection control Student will demonstrate understanding of the importance of infection control by exhibiting evidence-based best practices to reduce the spread of infections while performing all skills in the lab at least 90% of the time.

Intellectual skills: higher order rules, cognitive strategies, problem solving, attitudes

Skills performance

2.2.1 Physical impairments

Student will give at least 3 examples of the impact a patient’s physical condition or impairment

Intellectual skills: attitudes, discrimination, problem solving,

Online discussion boardObjective assessmentIn lab patient scenarios

can have on patient safety, and the appropriate nursing actions to take to minimize risk.

cognitive strategies

2.2.2 Developmental considerations

Student will give at least 3 examples of the impact a patient’s developmental stage can have on patient safety, and the appropriate nursing actions to take to minimize risk.

Intellectual skills: discrimination, attitudes, problem solving, cognitive strategies


2.2.3 Level of consciousness

Student will give at least 3 examples of the impact a patient’s level of consciousness can have on patient safety, and the appropriate nursing actions to take to minimize risk.

Intellectual skills: discrimination, attitudes, problem solving, cognitive strategies


2.2 Prevent falls Student will complete a falls risk form for a provided patient case in lab with at least 80% accuracy.

Intellectual skills: cognitive strategies, discrimination; Motor skills

Falls risk form completionIn lab patient scenario

2.3.1 Labs Student will begin to apply knowledge of laboratory values to identify changes in patient condition, with guidance.

Intellectual skills: cognitive strategies, problem solving, discrimination

Guided discussionsIn lab patient scenarios

2.3.2 Level of Consciousness

Student will discuss how to identify changes in a patient’s level of consciousness and appropriate steps to take to ensure patient well-being, with guidance.

Intellectual skills: cognitive strategies, problem solving, discrimination


2.3 Identify and report changes in condition

Student will identify appropriate steps to take to ensure patient well-being when changes in

Intellectual skills: higher order rules, cognitive strategies, problem

Objective examIn lab patient scenarios

patient condition occur. solving, discrimination

2.4.1 Condition Student will give at least 2 examples of how a patient’s physical condition can contribute to skin breakdown.

Intellectual skills: discrimination, cognitive strategies, attitudes


2.4.2 Age Student will give at least 2 examples of how a patient’s age can contribute to skin breakdown.

Intellectual skills: discrimination, cognitive strategies, attitudes


2.4.3 Immobility Student will give at least 2 examples of how limitations in mobility can contribute to a patient’s skin breakdown.

Intellectual skills: discrimination, cognitive strategies, problem-solving


2.4 Skin care Student will demonstrate knowledge of skin breakdown and pressure wounds prevention with at least 80% accuracy.

Intellectual skills: cognitive strategies, attitudes, problem solving

Objective assessment

3.0 Demonstrate Competency in Applied Clinical Skills

Motor skills; Intellectual skills: higher order rules, defined concepts, problem solving, attitudes, cognitive strategies

3.1.1.1 ADPIE Student will consistently demonstrate the ability to apply each element of the nursing process, with guidance, to the care of patients in the clinical setting, when observed by a faculty member during clinicals.

Motor skills; Intellectual skills: problem solving, attitudes, cognitive strategies

Post-clinical conferenceClinical competencies: 1A

3.1.1.2 Patient assessment Student will consistently demonstrate the ability to perform a physical assessment on a patient in the clinical setting, considering all available

Motor skills; Intellectual skills: defined concepts, problem solving, attitudes, cognitive strategies

Post-clinical conferenceClinical competencies: 1B

information pertinent to the specific patient when observed by a faculty member during clinicals.

3.1.1.3 Patient teaching Student will develop a patient specific teaching plan for at least one patient in the clinical setting with guidance from the clinical instructor.

Intellectual skills: problem solving, attitudes, cognitive strategies

Post-clinical conferenceClinical competencies: 1C

3.1.1.4 Documentation Student will demonstrate ability to document patient care activities with patient safety, ethical, and legal considerations clearly addressed as appropriate, to be reviewed by the clinical instructor.


Post-clinical conferenceClinical competencies: 1D

3.1.1 Nursing Process Student will consistently demonstrate the ability to apply the nursing process to the care of patients in the clinical setting when observed by a faculty member during clinicals.

Motor skills; Intellectual skills: problem solving, attitudes, cognitive strategies

Post-clinical conferenceClinical competencies: 1A - 1D

3.1.2.1 Manage direct patient care

Student will demonstrate ability to manage patient care by planning and prioritizing patient care activities, with guidance from the clinical instructor.



3.1.2.2 Collaborate with healthcare team members

Student will identify the need for a referral to at least one other member of the healthcare team while caring for a patient in the clinical setting.



3.1.2 Management and leadership

Student will act as a member of the healthcare team by caring for

Intellectual skills: problem solving, attitudes, cognitive

Post-clinical conferenceClinical competencies:

patients while collaborating with other healthcare team members, and observed by the clinical instructor.

strategies 2A – 2B

3.1 Critical Thinking Student will apply their critical thinking skills to the care of patients while collaborating with other members of the healthcare team, and observed by the clinical instructor.

Intellectual skills: higher order rules, defined concepts, problem solving

Post-clinical conferenceClinical competencies: 1 A - 2B

3.2.1.1 Medication Administration

Student will consistently demonstrate the ability to safely administer medications to patients under their care, with guidance from the clinical instructor.

Motor skills; Intellectual skills: higher order rules, problem solving, cognitive strategies, attitudes


3.2.1.2 Skills performance Student will consistently demonstrate the ability to perform all previously learned skills when caring for patients in the clinical setting, with guidance from the clinical instructor.



3.2.1 Patient safety Student will demonstrate ability to perform all nursing interventions in a safe and effective manner, as observed by the clinical instructor.


Post-clinical conferenceClinical competencies: 3A – 3B

3.2.2.1 Therapeutic Communication

Student will analyze the effectiveness of a therapeutic communication exchange with a patient, with guidance from the clinical instructor.

Intellectual skills: problem solving, cognitive strategies, attitudes


3.2.2.2 Coping Mechanisms

Student will identify coping mechanisms used

Intellectual skills: problem solving,

Post-clinical conference

by a patient or a patient’s family members while that patient is under the student’s care, with guidance from the clinical instructor.

cognitive strategies, attitudes

Clinical competencies: 4B

3.2.2 Communication Student will begin to apply beginning level therapeutic techniques to their patient interactions, with guidance from the clinical instructor.

Intellectual skills: higher order rules, defined concepts, problem solving, attitudes


3.2 Caring Student will exhibit caring by applying proper medication administration, skill and communication techniques to all patient care situations when observed by the clinical instructor.



3.3.1 Cultural sensitivity

Identify a potential cultural or social variance observed in a patient that could affect the nursing care provided, with guidance from the clinical instructor.

Intellectual skills: cognitive strategies attitudes


3.3.2 Accountability Student will demonstrate accountability and responsibility for their own learning and behavior as observed by the clinical instructor.

Intellectual skills: cognitive strategies attitudes


3.3.3 Ethical and legal responsibility

Student will practice within ethical, legal, and regulatory guidelines at all times.

Intellectual skills: cognitive strategies, problem solving, attitudes

Post-clinical conferenceClinical competencies: 5C

3.3.4 Professional behaviors

Student will present and conduct oneself in a professional manner as evidenced by conveying respect and courtesy for


Post-clinical conferenceClinical competencies: 5D

others, and diplomacy in interpersonal relationships at all times.

3.3.5 Participation Student will participate in theprocesses that affect

health care practice as evidenced by verifiable participation in at least 3 hours of community involvement or participation in the student nursing organization at MATC (MNO).


Post-clinical conferenceClinical competencies: 5E

3.3 Professionalism Student will demonstrate professional behaviors at all times while in the clinical setting.

Intellectual skills: higher order rules, problem solving, attitudes

Post-clinical conferenceClinical competencies: 5a – 5E

4.0 Medication Calculations

4.1.4.1 Accuracy Student will demonstrate ability to check own work for accuracy by completing at least 90% of the medication calculation exercises provided in lab or online.

Intellectual skills: higher order rules, problem solving

Practice problemsGuided group discussions

4.1.4.2 Does the answer make sense?

Student will identify at least 2 ways to determine if calculated dose is consistent with learned patient safety guidelines.

Intellectual skills: problem solving, cognitive strategies

Practice scenariosGuided group discussions

4.1.4 Check work The student will demonstrate the ability to check own work for accuracy and safety at least 90% of the time.



4.1.3 Solve problem Student will demonstrate the ability to solve simple medication calculation problems with at least



90% accuracy.

4.1.2 Set up problem Student will demonstrate the ability to set-up (construct) simple medication calculation problems with at least 90% accuracy.

Intellectual skills: rules, cognitive strategies


4.1.1 Identify components of the formula

The student will identify the components of the “desired over have” medication calculation formula with at 100% accuracy.

Intellectual skills: rules, problem solving


4.1 Learn Formula Student will demonstrate beginning level competency by calculating medication dosages with 100% accuracy.

Intellectual skills: rules, cognitive strategies


4.2.2 Liquid Student will demonstrate beginning level competency by completing at least 80% of the practice problems for liquid medication dosages.

Intellectual skills: rules, problem solving, cognitive strategies


4.2.1 Tablets Student will demonstrate beginning level competency by calculating tablet (oral) medication dosages with 100% accuracy.

Intellectual skills: rules, problem solving, cognitive strategies


4.2 Apply Formula Student will demonstrate beginning level competency by calculating medication dosages with 100% accuracy.

Intellectual skills: higher order rules, problem solving, cognitive strategies


4.3.3 Apothecary Student will demonstrate beginning level competency by calculating medication


Practice problemsIn- lab case scenarios

dosages involving conversions to or from the apothecary units of measurement to another with 100% accuracy.

4.3.2 Metric Student will demonstrate beginning level competency by calculating medication dosages involving conversions to or from one metric unit of measurement to another with 100% accuracy.



4.3.1 Household Student will demonstrate beginning level competency by calculating medication dosages involving conversions to or from one unit of household measurement to another with 100% accuracy.



4.3 Conversions Student will demonstrate beginning level competency by calculating medication dosages involving conversions from one unit of measurement to another with 100% accuracy.



4.4.2 Apply to liquid medication

Student will demonstrate beginning level competency by calculating liquid medication dosages involving conversions from one unit of measurement to another with 100% accuracy.



4.4.1 Apply to oral medications

Student will demonstrate beginning level

Intellectual skills: higher order rules, problem


competency by calculating tablet (oral) medication dosages involving conversions from one unit of measurement to another with 100% accuracy.

solving, cognitive strategies

4.4 Apply Conversions to Medication Calculations

Student will demonstrate beginning level competency by calculating medication dosages involving conversions to from one unit of measurement to another with 100% accuracy.



0.1 Entry Level (CNA) Skills

Motor skills; Intellectual skills: concrete concepts

0.1.1 Hand Washing Motor skills; Intellectual skills: concrete concepts

0.1.2 Vital Signs Motor skills; Intellectual skills: concrete concepts

0.1.3 Patient Identification Motor skills; Intellectual skills: concrete concepts, attitudes

0.1.4 Provide Privacy Motor skills; Intellectual skills: concrete concepts, attitudes

0.1.5 Read and Follow Provider Orders

Motor skills; Intellectual skills: concrete concepts, problem solving

0.2 Basic Math Skills

0.2.1 Addition Intellectual skills: rule using, problem solving

0.2.2 Subtraction Intellectual skills: rule using, problem solving

0.2.3 Multiplication Intellectual skills: rule using, problem solving

0.2.4 Division Intellectual skills: rule using, problem solving

0.2.5 Conversion Intellectual skills: rule using, problem solving

0.3 Basic Computer Skills

0.3.1 Access the Internet Intellectual skills: rule using, problem solving

0.3.2 Use Email Intellectual skills: rule using, problem solving

0.3.3 Use Canvas Intellectual skills: rule using, problem solving

0.3.4 Access electronic resources

Intellectual skills: rule using, problem solving

0.3.5 Access eBooks Intellectual skills: rule using, problem solving

Evaluation PlanningFormative Evaluation

Primary StakeholdersPractical Nursing Program Director and Course Designer: Tara Peters, MSN. Tara is responsible for designing the curriculum for the practical nursing program and designing and developing course materials, learning aids and multimedia assets for the program.Course Instructor: Tamra Carley, PhD(c), MSN. Tamra is an experienced didactic and clinical instructor with extensive educational background in instructional design and curriculum development. Tamra will be implementing the new hybrid/blended learning course designed to teach entry-level students the fundamentals of nursing care.Students: The PN program students will be introduced to the new hybrid/blended learning course in January 2014 (awaiting COE approval), and we expect to get constructive feedback at that time.MATC: The administrators at MATC are heavily invested in the idea of Hybrid learning and are seeking COE (Council on Occupational Education) approval for it in part with this course. The official paperwork will be sent to the COE no later than October 1, 2013, so all primary

stakeholders, except the students, are working to do their part to get the proposed courses ready by the deadline.

Secondary StakeholdersClinical Sites: Our students complete their clinical rotations at a number of sites in and near Utah county. While our advisory board members, made up in part of our clinical site Directors of Nursing (DON), report be generally well-pleased with our students both during their clinical rotations and after hire, we are always working with our community partners to increase our students’ skill-levels and knowledge in order to improve patient outcomes. The DONs with whom we work are excited to see the results of the changes and will be encouraged to provide us feedback regarding improvements, if any, if student performance.

Evaluators and ReviewersTamra Carley, PhD(c), MSN, RN: Tamra will act as an evaluator and reviewer for this course. Not only does she has extensive practical and educational background that qualifies her to give relevant and actionable input from the point of view as a nursing educator, a former nursing program director and an instructional designer, but she is also familiar with the ACEN (Accreditation Commission for Education in Nursing) accreditation process for nursing programs. This is relevant because any changes we make to the program must be approved by both COE and ACEN before they can be implemented.Mike Young, distance Education Coordinator: Mike is responsible for assisting Holly Peterson to create and submit the request for approval to implement hybrid learning at MATC and will be evaluating all courses,under the direction of Holly Peterson, the school intends to use to be approved for hybrid/blended or distance learning. In addition, Mike is also MATC’s resident Canvas LMS expert and has many years of experience as an IT educator and Web designer.Holly Peterson, Vice-President of Instruction: Holly is responsible for creating and submitting the request for approval to implement hybrid learning at MATC and will be evaluating all courses the school intends to use to be approved for hybrid/blended or distance learning.

Students: I will ask for first and second semester volunteers to review the course and provide their opinions about the course. Several have already volunteered and the link to the course and the evaluation matrix was sent to them. Since their review will come near the end of the term, I believe they will have valuable perspectives and will give useful constructive criticism. Although I would like to have many students provide input I will be happy with even one volunteer given the fact that they will need to review this course at the same time they are preparing for finals.

Logistics The formative evaluation will be conducted in steps. Much of the content review has already been conducted during weekly curriculum meetings over the summer as we have reviewed and revised our program’s curriculum. Much of this formative evaluation will likely center on catching any oversights, making certain that our goals, objectives and content are aligned, and

making certain that the vision we have for this hybrid course is appropriate, student friendly and most of all, effective.

The first step in the formative evaluation plan will be to give both this design document and access to the course prototype in Canvas to my reviewers immediately. Once I receive their comments and suggestions I can work on changing any issues found. I expect to have their comments back in a week or less after they receive access to the class and the design document, and I will strongly encourage them to comment on anything they find even if I have not specifically asked about it in the Evaluation Matrix. Once the evaluators have returned their comments to me I can address any issues found and make revisions within one week and then move on to the one-to-one, small group, and field trial formative evaluations.

One-to-one evaluation: I would provide access to the course to two to four second semester students, one or two who seem to enjoy online tasks and one or two who appear to resist online activities and speak to them each individually in private one-to-one meetings in order to gain their perspectives regarding completeness and clarity of the materials and instructions, if they felt the time allotted for the various tasks is appropriate, and whether or not they feel as though the they should be able to accomplish the learning activities. Do students feel that the content is relevant to their nursing career? Was the course easy to navigate? could they get help when needed and could they ascertain deadlines and expectations? Were the materials appropriate and did the links to content work? If deficiencies are noted they will be addressed as appropriate and once revisions are made the small group tryout will be conducted.

Small group tryout: A group of six to ten semester students will be given access to the course and asked to explore each module and review the instructions and materials. Next, the students will have the opportunity to work through the modules without interference. I would select as diverse a group of students as possible, with the caveat that students would not be required to participate, so the student group would be at least somewhat self-selecting. Once the students had a chance to evaluate the course I would solicit their comments and suggestions for improvement, focusing on the same issue as with the one-to-one student evaluators. Just as with the one-on-one participants, I would ask the small group members if they felt the course was easily navigable, clear, concise and relevant. Any issues noted at this stage would be corrected prior to moving on to the field trial evaluation.

Field trial evaluation: Once adjustments are made to the course, based on the input from the individual evaluators and the small group participants, I would then conduct a field trial of the revised course, at least in theory. The field trial will actually be the course as offered beginning January 2014 (if approved in time by the accreditation body, COE). While a field trial would be ideal, we simply have no way to conduct a field trial with students prior to implementing the actual class. We start two classes of 24 students each twice per year and given the fact that the course takes one full semester and involves community clinical sites it is not

reasonable to run such a field trial. Nursing students are stressed, busy and many have family obligations and work. Therefore, they could not give the time needed to take the class without receiving credit for it.

Instead, we will closely monitor the first class and elicit student input regarding all aspects of the course. In addition, we will meet weekly to discuss the course, student progress and work out any issues noted. Once the course was completed and the student grades finalized the students will be asked to answer an online survey anonymously. In addition, I would interview selected students and the instructors for comments and more in-depth input than the survey might provide. The standard end-of-term student evaluations of the courses, clinical sites and instructors will also provide useful information that may not have been discovered elsewhere since these evaluations are done by the student online and are completely anonymous. Additional revisions would be made as needed to the content and/or structure of the course.

Evaluation Matrix

Evaluation Criteria & Categories

Sample Questions

Effectiveness

Goals Is the course goal appropriate for first semester nursing students? If not, please elaborate.

Are the course goal and objectives clear and appropriately written? If not, how could they be improved?

Are the goal and objectives relevant to and achievable by first semester nursing students? If not, how could they be improved?

Do the goals and content align with the method of delivery (hybrid). If not, how could they be improved?

Content Is the content supportive of the course goal? If not, how could this be improved?

Is the content complete, and does it align with the course goal and objectives? If not, how could they be improved?

Are the learning activities designed to promote student participation and learning? If not, how could they be improved?

Technology Did all of the links work properly, and was the linked content available as indicated?

Are students able to access help and/or tutorials?

Are students able to access discussion boards and post without problems?

Were any copyright violations noted?

Message Design Are directions clear? If not, how could they be improved?

Is the time frame for the course and/or major elements of the course appropriate? If not, how could this be improved?

Efficiency

Goals Are the course goal and objectives clearly written? If not, how could they be improved?

Is the overall purpose of the course clearly stated? If not, how could this be improved?

Do the goals the instructional methods align? If not, how could this be improved?

Content Is the content clearly presented? If not, how could this be improved?

Is the content appropriate for the goals and for nursing in general? If not, how could this be improved?

Is the content based on standard nursing practices and current, evidence-based research? If not, how could this be improved?

Technology Is the course structured in a logical and cohesive manner in Canvas? If not, how could this be improved?

Are students able to navigate the LMS and locate the information they need? If not, how could this be improved?

Is the course easy for students and instructors to access? If not, how could this be improved?

Message Design Is the content clearly labeled and well-organized?

Are the individual modules clearly labeled and well-organized?

Are there appropriate activities for both the synchronous and asynchronous aspects of the course? If not, how could this be improved?

Appeal

Goals Is the goal relevant to first semester nursing students? If not, how could this be improved?

Content Will the content hold the students’ attention? If not, how could this be improved?

Technology Is the material free from technical errors? If not, how could this be improved?

Is the material free from typographical, language usage, spelling and grammar errors? If not, how could this be improved?

Is the course easy to navigate? If not, how could this be improved?

Message Design Is the presentation consistent with the course goals and the audience? If not, how could this be improved?

Is the layout appropriate to the content and goals? If not, how could this be improved?

Summative EvaluationMy summative evaluation plan will be implemented as soon as possible after the first group of students completes the course, but it can be partially completed at the end of the first nine weeks, which is the end of the lab and hybrid portion of the class. The second part of the evaluation would take place after the last clinical rotation, or week 16 or 17 of the semester. Since we plan on implementing this course in January, 2014 the first portion of the evaluation would be completed by the end of March, 2014 and the entire summative evaluation would be completed by June, 2014.

The summative evaluation will take into account both student and instructor perceptions of the effectiveness of the course. Our clinical instructors have evaluated previous students who were taught according to the old course curriculum (6 weeks in lab, no practice lab, and no online or didactic component) so they will be able to give their overall impression of the students’ clinical skills and patient safety awareness both before and after the class. I will conduct in-depth one on one interviews with the clinical instructors rather than use a survey to gather information because this is much more typical of our working relationships and will garner more in-depth information than a written survey. While I recognize that comparing one group of students to another is imperfect, we will be able to determine if the new course is producing students with roughly the same skills and abilities, better or worse skills and abilities than previous classes.

Students will be able to provide us information about the effectiveness, preferences, time needed to complete the various course components and their confidence levels in clinicals. While a survey would provide some quantifiable data, I think better information will be gathered through individual or small group interviews conducted after their grades have been posted. Nursing students are never shy about offering their opinions about instructors or classes, good or bad, so there is relatively little risk of only hearing positive comments.

The information gathered from the lab and clinical instructors as well as the students will be compiled and used to guide revisions aimed at better meeting the course goals and objectives and improving the overall ease of use and appeal of the course.

Summative Evaluation Plan

Evaluation Criteria Main Questions Data Sources

Effectiveness ● Did the hybrid course meet the course goals and objectives?

● Were the students able to apply what they learned during the first 9 weeks to their clinical experiences?

● How did the students’ clinical skills and patient safety awareness compare to previous groups of students?

Instructor interviews

Student interviews

End of term Course/Instructor evaluations

Input from Advisory Board Members

Efficiency ● Was the time allotted for the completion of the various course components appropriate?

● Was the online portion of the course easy to navigate?

● Did all resources contained in the online portion of the course work correctly?


Student interviews


Appeal ● Did the students enjoy the online portion of the course?

● What recommendations do the students or instructors have to improve the course?

● Would students like to see the hybrid model used in other courses? Why or why not?


Student interviews


Data Collection and Analysis Timeline Chart

Task Wk 9 Wk 10 Wk 11 Wk 16 Wk 17 Wk 18 Wk 20 Wk 22

Obtain consent

Student Interviews

Clinical Instructor Interviews

Analyze data

Develop report

Develop recommendations

Communicate results to stake-holders

Pre-Planning TasksTimeline

Tasks Responsible Person

Week 1

Week2 Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Project Proposal Tara Peters

Conduct Problem Analysis

Tara Peters

Learning Task and TOAB

Tara Peters

Formative and Summative Evaluation Plan

Tara Peters

Pre-Planning and Design Tasks

Tara Peters

Instructional and Motivational Strategies

Tara Peters

Course Prototype

Tara Peters

1st Peer Review

Syllabus and Modules 1 – 2

Modules 3 – 5

Implementation

Plan

Summative Evaluation Plan

Conduct Formative Evaluation

Final Summative Evaluation Plan

Peer Review 2

Final Product: Hybrid Course Completed

Clustered Objectives

Objective 1 Objective 2 Objective 3 Objective 4

Week 1Sterile GlovesInfection Control

1.1, 1.1.1, 1.1.2 2.1, 2.1.1, 2.1.2, 2.1.3

Week 2Blood Sugar Checks

1.2, 1.2.1 2.4, 2.4.1, 2.4.2, 2.4.3

4.1, 4.1.1, 4.1.2, 4.1.3, 4.1.4, 4.1.4.1, 4.1.4.2

Week 3Foley Catheters

1.3, 1.3.1, 1.3.2 4.2, 4.2.1, 4.2.2, 4.3, 4.3.1, 4.3.2, 4.3.3

Week 4Oral Medications

1.5, 1.5.1, 1.5.2, 1.5.3

4.4, 4.4.1, 4.4.2

Week 51st Skills EvaluationMedication Calculation Exam

Week 6Physical AssessmentFalls Prevention

1.4, 1.4.1 2.2, 2.2.1, 2.2.2, 2.2.3

Week 7Physical AssessmentSkin Care and Assessment

1.4, 1.4.1 2.3, 2.3.1, 2.3.2

Week 8Injected Medications

1.6, 1.6.1, 1.6.1.1, 1.6.1.2, 1.6.2, 1.6.2.1, 1.6.6.2, 1.6.3, 1.6.3.1, 1.6.3.2, 1.6.3.3

Week 9Final Skills Evaluation

Objective Exam (weeks 1-8)

Week 10Adult Clinical Placement

Clinical Competencies can be worked in any order as they are patient/opportunity dependent. Goal: 10 – 15% successfully completed each week, 100% successfully completed by end of term to advance to second semester.

Comps 1-5


Comps 1-5


Comps 1-5


Comps 1-5


Comps 1-5


Comps 1-5


Comps 1-5

Instructional & Motivational StrategiesInstructional StrategiesOrientation to Learning Instructional Strategies

1. Provide an overview ● Home page text in LMS provides an overview of the class and instructions and expectations.

● Verbal instructions will be provided as the course is displayed on large screen during the live, in-person orientation.

● Reiteration of how the course operates and expectations will be done during lab and class sessions.

2. State the objectives / goals ● The course syllabus is provided online in the LMS and in print on the first day of orientation.

● The course outline with objectives is provided online in the LMS and in print on the first day of orientation.

● Verbal Instructions will be provided as the course is displayed on large screen during orientation.

3. Explain relevance of instruction ● Verbal Instructions will be provided as the course is displayed on large screen during orientation.

● Students will watch online skills videos or complete online activities relevant to the content and concepts covered in lab.

● Reiteration of how the relevancy and expectations will be done during lab and class sessions.

● Instructor feedback and guidance will be given during class discussions.

● Instructor feedback and guidance will be given during online discussions.

4. Assist learner recall prior knowledge, skills, and experiences

● Skills check-off sheets are provided online in the LMS and printed sheets are available in the skills lab at all times.

● Instructors will demonstrate skills in lab and during practice sessions as needed.

● Students may practice skills in lab and in open lab sessions and request instructor observations and feedback.

● Students may watch the online skills videos and review the materials as often as they want.

● Students are expected to participate in online and In class discussions.

5. Describe directions on how to start, navigate, and proceed through the unit of instruction

● Verbal Instructions will be provided as the course is displayed on large screen during orientation.

● The instructors will remind students in class of next unit and cover the upcoming activities and expectations.

● The course outline with objectives is provided online in the LMS and in print on the first day of orientation.

● Students are expected to review online materials, web pages and videos as needed.

Instruction on the Content Instructional Strategies

1. Present instructional content ● Video and website links are included in each weekly module in LMS and will be pointed out to students by the instructor.

● The instructor will discuss and demonstrate each skill during lab sessions.

● The instructor will lead discussions covering major concepts and content each week.

● The instructor will provide guidance for skills and dosage calculations, along with adequate time for practice and feedback.

2. Provide learning cues ● The instructor will lead discussions covering major concepts and content each week with opportunity for questions and answers.

● Skills check-off sheets will be provided both in printed form and electronically.

● Online class discussions will provide students with both peer and instructor feedback and learning cues.

● Clinical participation with instructor guidance will provide opportunities for relevant feedback and learning cue.


3. Present opportunities for practice

● Dosage calculation practice sessions will be provided during open lab hours.

● Instructors will be present during open skills lab practice.● Clinical participation with instructor guidance will provide

opportunities to practice what has been learned in an authentic setting.


4. Provide feedback on practice performance

● Weekly skills check-offs in the lab during for major skills will provide immediate, relevant feedback to students.

● Written clinical competencies reflecting weekly clinical experiences will provide the students to receive feedback from their clinical instructors.

● Clinical instructors will provide verbal feedback during clinicals and at post-clinical conferences and are available to assist students as needed.

● Mid-term evaluations are program-wide and completed by the first semester student advisor, and include input from the lab instructor.

● Instructors will provide feedback during in-class and online discussions.

● Exams will be given through the LMS as scheduled.● Final evaluations are program-wide and completed by the first

semester student advisor, and include input from the clinical instructor.

5. Provide review and close the unit of instruction

● Students must pass a final skills check-off before they are allowed to proceed to the clinical portion of the course.


● Instructors will summarize each unit of instruction and make time for questions and answers.

● Instructors will preview the next lesson or step in the process so students will know what the upcoming activities and expectations are.

● Instructors will tie previously learned content and concepts to subsequent units of instruction as appropriate and relevant.

Measurement of Learning Instructional Strategies

1. Assess performance ● Instructors will provide feedback on in-class and online discussions.

● Weekly skills check-offs for major skills will provide immediate, relevant feedback to students.

● Students must pass a final skills check-off before they are allowed to proceed to the clinical portion of the course.

● Instructors will assess the students’ clinical performance and give timely feedback so students will have adequate opportunity to correct any deficiencies prior to the end of their clinical rotations.

● The clinical instructors will review the students’ written clinical competencies performance and given timely feedback so students will have adequate opportunity to correct any deficiencies prior to the end of their clinical rotations.

● Exams will be scored and students must meet the minimum passing scores in order to proceed to clinicals.

2. Advise learner of performance ● Instructors will provide verbal feedback during class and skills practice.

● Instructors will provide verbal and/or written feedback during weekly skills check-offs.

● Instructors will provide written feedback during class and on online discussions.

● Students will receive feedback as part of their Mid-term evaluations.

● Students will receive feedback as part of their final evaluations.● The clinical instructors will review the students’ written

clinical competencies performance and given timely feedback so students will have adequate opportunity to correct any deficiencies prior to the end of their clinical rotations.

Summary and Close Instructional Strategies

1. Enhance and enrich learning ● The instructor will review weekly content and concepts● Overall review of first nine weeks● Clinical instructors will review clinical experiences weekly

during post-clinical conferences and offer insights and suggestions as appropriate.

● Clinical instructors will review clinical experiences weekly during post-clinical conferences and tie relevant clinical experiences or patient interactions to the didactic material covered that week or in previous weeks.

● Students may practice skills in lab and in open lab sessions and request instructor observations and feedback.

● Students may watch the online skills videos and review the materials as often as they want.

2. Provide remediation for unmet objectives

● The program will provide open lab hours and instructors will be available as needed to assist students.

● Students will be encouraged to make an appointments with any instructor or the first semester student advisor if they are needing clarification or are experiencing any difficulties with the course or skills.

● Instructors will be encouraged to provide direct, meaningful feedback on skills and clinical performance and clinical competencies.

● Students will be offered one on one work with lab, clinical or didactic instructors as needed or requested.

● Online content is available for the entire semester/course.

3. Provide opportunities for retention

● No opportunities for retention exist. If a student fails to meet standards at the end of the first nine weeks or at the end of the semester, the entire semester must be repeated due to the nature of the nursing program, which is a lock-step instructional program.

Motivational Strategies

Orientation to Learning

● The students will be allowed a brief opportunity to introduce themselves and to state why they are pursuing nursing as a career. (establish inclusion)

● The instructor will review the course outline and objectives and discuss how the content and concepts build on each other and how they are relevant to nursing. (establish relevancy)

Instruction on the Content

● Instructors will present course content in an interactive and conversational tone. (promote confidence)

● Instructors will review online module content as weekly content, skills and concepts are covered in the lab portion of the class. (establish relevancy)

● Instructors will provide instruction and feedback during classroom and online discussions. (develop professional attitudes and confidence)

● Instructors will demonstrate skills in lab and guide students through the same skills. (promote confidence)

● Clinical instructors will provide feedback to students in clinicals and during clinical post-conferences. (develop professional attitudes and competencies)

● Review pertinent information and concepts covered in previous classes review of related information covered in their online materials for the current class. (promote confidence and establish relevancy)

● Demonstrate via a short example how the students’ previously learned and newly learned skills and knowledge can be used to solve patient care problems. (promote confidence and establish relevancy)

● The instructor will provide each student with a rubric, competencies, or skill check-off sheet as appropriate (online and printed) and a clearly defined set of objectives so students will understand class/activity requirements clearly. (promote confidence and establish relevancy)

● The instructor will guide students to appropriate resources or will provide assistance when students have questions they cannot immediately answer on their own. (promote confidence)

Measurement of Learning

● Instructors will provide instruction and feedback during classroom and online discussions. (develop professional attitudes and confidence)

● Clinical instructors will provide feedback to students in clinicals and during clinical post-conferences. (develop professional attitudes and competencies)

● Students will achieve passing scores on all exams. (develop professional attitudes and competencies)

● Students will pass all required skills check-offs. (promote professional competencies)

● Students will complete satisfactorily all written clinical competencies. (promote professional attitudes and competencies)

Summary and Close

● Instructors will review course skills, content and concepts. (promote confidence and establish relevancy)

● Instructors will preview the clinical, lab and sim experiences for second semester students. (foster a sense of accomplishment and confidence)

● Course-end instructor and course evaluations will be given to students for input and course improvement. (promote inclusion in the learning community)

PrototypeThree prototype images are included below to give an idea of how the course will appear once it is completed. While some elements cannot be changed due to the limitations imposed by the LMS, others have been adjusted to make the course as clear and understandable to students as possible. As a general rule, once students have used Canvas in any class they intuitively know how to use it in the next class because so little of the the overall formatting and structure can be changed by most instructors. Canvas is used by most of the public education institutions in Utah, so the transition to the Canvas courses at our school is not difficult for the majority of the students in our program. We do provide help as needed to make sure students can navigate their courses by offering orientation, verbal instructions and printed instructions with links to online tutorials.The images in the course were all taken by students or faculty of students and faculty and all have agreed to have their photos published in this course and consider the photos to be in the public domain.

Formative EvaluationEvaluators and ReviewersI was able to solicit reviews from five individuals as of December 8, 2014. If more evaluations come in before December 17, 2014 they will be included below. All of the evaluators were given the Evaluation Matrix (below) and either provided their comments in writing or verbally. Although written or verbal responses are more time-consuming to review and tabulate, I have decided on open-ended verbal responses instead of survey results in order to gather as much data as possible at this stage of the process.

Tamra Carley, PhD(c), MSN, RN: Tamra will acted as an evaluator and reviewer for this course based on her extensive knowledge of nursing curriculum, instructional design and her previous experience as a PN Program Director. She is also familiar with the ACEN (Accreditation Commission for Education in Nursing) accreditation process for nursing programs, which is relevant because any changes we make to the Practical Nursing program must be approved by both COE and ACEN before they can be implemented.

Tamra commented that the course was well-designed and structured, the activities were appropriate and a nice blend of active learning strategies, the expectations are well-defined, and that the visual design is not only welcoming but also make navigation easy.

Jennifer Neilsen, MSN, BSN,RN: Jennifer had been teaching clinicals and labs for the program for five years and is now teaching didactic classes while mentoring the new clinical coordinator to her role. Her input and insight are valuable because of her educational background and her practical experience with the subject matter and the program.

Jennifer commented that one video had been removed from Youtube by Elsevier for copyright infringement and that other links in some of the Canvas pages were broken. Both of these issues must have been new developments because they were not noticed by me or the other reviewers at the time they did their reviews. The broken links were repaired and the module containing the bad video was rewritten. Jenn also suggested that a forum for student Q&A be included and that we should set word length limits for the Discussion board responses. All of these suggestions are most welcome and can easily be incorporated into the project as we move forward with it.Mike Young, BS, Distance Education Coordinator: Mike is responsible for assisting Holly Peterson to create and submit the request for approval to implement hybrid learning at MATC and will be evaluating all courses,under the direction of Holly Peterson, the school will use this course to be approved for hybrid/blended/ distance learning. Mike is also MATC’s resident Canvas LMS expert and has many years of experience as an IT educator and Web designer.

Mike has provided a number of suggestions over the course of the last 15-20 weeks. The most beneficial suggestion was his idea to put the modules together as pages rather than simply

dragging items into the modules as is normally done in the nursing classes. I think this suggestion was perhaps the most significant design suggestion I received early in the process because it allowed me to tailor the look of the course, within the limitations set by Canvas, and it gave the entire project a cohesive look and feel.

Holly Peterson, BS, Vice-President of Instruction: Holly is responsible for creating and submitting the request for approval to implement hybrid learning at MATC and will be evaluating all courses the school intends to use to be approved for hybrid/blended or distance learning.

Holly’s comments regarding the non-threatening nature of some of the elements of this course were beneficial because it allowed me to get an experienced viewpoint about how the materials would be delivered to and received by students. Her extensive background in education as an instructor and as VP of Instruction was an asset to the project. She was also able to alert me to COE required elements so the course would have the greatest possible chance of being approved for use as a hybrid learning course.

Changes as a result of SME feedback: The technical issues were corrected, modules were assembled as pages, and the rubric was changed to incorporate Jennifer’s suggestion. Although no suggestions regarding content were made I expect that some changes may be made after the course is implemented. Our courses are constantly evaluated and revised as needed and it is expected this course will be no different.

Student Tryouts: Once the issues noted by the reviewers were corrected the course was reviewed by six student volunteers. The 6 students who volunteered to review this course and provide comments are generally studious and outspoken and is not afraid to ask “why?” These qualities made them excellent reviewers because they really took the time to look at the entire course and gave detailed responses in writing and/or followed up in person. They were given access to the course I created as a free Canvas course and the copy of that course that has been downloaded into the school’s LMS by Mike Young. Since both are the same they could review either one.

They were very positive about the course and felt that it flowed logically and that all of the explanations were clear and easy to follow. Every link they tried worked and Youtube videos opened and played as expected (they reviewed the course after the issues Jennifer pointed out had been corrected). They commented that the competencies and course instructions make expectations clear, and that the first nine weeks of lab coupled with didactic classes should provide students with all they need to learn and do well. Theses student did not make any suggestions for changes of any kind, which I found to be interesting. Most importantly, they commented that the content is appropriate and the goals and objectives are achievable.

Field Trials: This will be the same as the first run-through for the course. We simply lack the manpower and students to be able to offer the entire class as a trial before implementing it.

Course and instructor evaluations are completed at the end of every term for all courses, instructors and clinical sites. Evaluations are completed on Survey Monkey. While the program directors and faculty create the survey questions, they must be submitted to a designated individual in administration in order to be put on the school’s survey monkey site. The soonest this class could be implemented is January 2014 with end of course evaluations being done in late April or early May 2014. This timing is fortuitous in that the faculty will then have all summer to make any changes they feel are necessary based on the student and faculty feedback and the evaluation results.

Evaluation Matrix

Evaluation Criteria & Categories

Sample Questions

Effectiveness

Goals Is the course goal appropriate for first semester nursing students? If not, please elaborate.

Are the course goal and objectives clear and appropriately written? If not, how could they be improved?

Are the goal and objectives relevant to and achievable by first semester nursing students? If not, how could they be improved?

Do the goals and content align with the method of delivery (hybrid). If not, how could they be improved?

Content Is the content supportive of the course goal? If not, how could this be improved?

Is the content complete, and does it align with the course goal and objectives? If not, how could they be improved?

Are the learning activities designed to promote student participation and learning? If not, how could they be improved?

Technology Did all of the links work properly, and was the linked content available as indicated?

Are students able to access help and/or tutorials?

Are students able to access discussion boards and post without problems?

Were any copyright violations noted?

Message Design Are directions clear? If not, how could they be improved?

Is the time frame for the course and/or major elements of the course appropriate? If not, how could this be improved?

Efficiency

Goals Are the course goal and objectives clearly written? If not, how could they be improved?

Is the overall purpose of the course clearly stated? If not, how could this be improved?

Do the goals the instructional methods align? If not, how could this be improved?

Content Is the content clearly presented? If not, how could this be improved?

Is the content appropriate for the goals and for nursing in general? If not, how could this be improved?

Is the content based on standard nursing practices and current, evidence-based research? If not, how could this be improved?

Technology Is the course structured in a logical and cohesive manner in Canvas? If not, how could this be improved?

Are students able to navigate the LMS and locate the information they need? If not, how could this be improved?

Is the course easy for students and instructors to access? If not, how could this be improved?

Message Design Is the content clearly labeled and well-organized?

Are the individual modules clearly labeled and well-organized?

Are there appropriate activities for both the synchronous and asynchronous aspects of the course? If not, how could this be improved?

Appeal

Goals Is the goal relevant to first semester nursing students? If not, how could this be improved?

Content Will the content hold the students’ attention? If not, how could this be improved?

Technology Is the material free from technical errors? If not, how could this be improved?

Is the material free from typographical, language usage, spelling and grammar errors? If not, how could this be improved?

Is the course easy to navigate? If not, how could this be improved?

Message Design Is the presentation consistent with the course goals and the audience? If not, how could this be improved?

Is the layout appropriate to the content and goals? If not, how could this be improved?

Summative EvaluationThe course will be evaluated using student surveys at the end of the first semester it is implemented and for all semesters thereafter. The instructors will be evaluated separately from the course. Therefore, questions regarding feedback and any issues that relate to the instructors will be covered in the instructor, not the course, evaluations. Since I do not have access to the school’s Survey Monkey account I cannot create this survey officially, but the survey will include the following questions:

1. I had the opportunity to participate in providing a variety of nursing care activities.

2. Experiences in this clinical area allowed me to meet the clinical objectives.

3. Experiences in the hybrid/lab portion of this class allowed me to meet the course goals

and objectives.

4. My overall experience in this course was positive.

5. I am able to utilize the nursing process to identify patient problems and develop an

individualized plan of care for my patients.

6. I am able to apply the knowledge I have gained in this class to direct patient care during

clinicals.

7. I am able to effectively collaborate with other health care team members.

8. This course provided me with the knowledge needed to utilize effective therapeutic

communication with patients and their families.

9. This course taught me how to incorporate evidence based practice into my nursing care.

10. I understand I am responsible for demonstrating ethical and professional behaviors in my

individual nursing practice.

11. I feel confident in my ability to perform a holistic health history and physical assessment

which results in the accurate identification of patient problems.

12. This course has provided me with the knowledge and practice needed for me to develop

safe and accurate performance of basic nursing skills.

13. This course has provided me with the knowledge and clinical practice to be able to

administer medications accurately and safely within my scope of practice.

14. I am able to demonstrate beginning clinical judgment skills in prioritizing patient care.

These are the same as or similar to questions we already use as part of our end of term evaluations, though we may make changes in the future.

Data Collection and Analysis Timeline

Tasks Timeframe Week 16

Week 17-18

Week 19-20

Week 21-22

Week 23-24

Sept. 2014

Review course evaluations

Proposed

Actual

X

Review data from course evaluations

Proposed

Actual

X

Interview course and clinical instructors

Proposed

Actual

X

Analyze data from course evaluations and instructor

Proposed

Actual

X

Review results with faculty and propose revisions, if warranted

Proposed

Actual

X

Write report including findings and proposed changes

Proposed

Actual

X

Meet with VP of Instruction and other stakeholders to communicate results

Proposed

Actual

X

Share results with Advisory Board members and ask for feedback on student performance

X

ed tech 512 design document

Documents