The document provides an overview and recommendations for revisions to the educational plan for an online nursing course. It outlines best practice guidelines, curricular principles, learning strategies, instructional methods, and assessment strategies. Recommendations include adding flexibility for students to complete assignments, using audiovisual feedback, incorporating additional learning theories, and modifying assignments such as integrating APA elements into discussion forums rather than having separate APA assignments. The goal of the revisions is to enhance students' educational experience and develop competent nurses.
2. Objectives
Provide overview of current Provide alternative summary of
educational plan for the recommendations for revisions
Professional Leadership based on best practice
Transitions course at Kaplan guidelines.
University.
3. Outline
• Best Practice
Guidelines for Online
Nursing Education
• Curricular Principles
• Learning Strategies
• Instructional Methods
• Assessment/Learning
Outcome Strategies
• Education Plan
Delivery
• Educational
Outcomes
• Summary of
Revisions
5. Prompt
Active Learning
Feedback
Best Practice
in Online
Nursing
Education
Collaboration Student Faculty
with Peers Interaction
6. ACTIVE LEARNING
Students engage in learning; students take
responsibility for their own learning, complete
assignments on time, share responsibilities for
collaboration, and construct their own knowledge and
meaning.
Students actively participate in discussion forums.
“When students perceive their experience as
enjoyable, satisfying, and personally and professionally
fulfilling, they tend to interact more, which results in
enhanced learning” (Esani, 2010, p. 187).
7. FEEDBACK VS
VEEDBACK
Students seek feedback to Screen casting allows
improve learning and
connectedness. instructors to provide
students with in-depth
Students experience feedback and/or
frustration after receiving evaluation (Thompson &
feedback on written
assignments. Lee, 2012).
Students have difficulty Veedback allows the
deciphering margin
comments and fail to apply teacher to zoom in and
feedback to revisions highlight portions for
(Clements
2006, Nurmukhamedov & discussion while scrolling
Kim 2010). through the document.
8. COLLABORATION WITH PEERS
Students ask questions, discuss, and share information
and resources to elicit greater understanding for all
course members. Students assume responsibility
for completing collaborative work assignments
and working in teams (Wagner, 2003).
Interactions and collaboration have two purposes: they
must change learners, and they must move learners
toward an action state of goal attainment
(Wagner, 2003).
9. STUDENT FACULTY INTERACTION
Audiovisual feedback motivates students and increases
their engagement in their own learning. Holmes, Bryn
and Gardner (2006) note that student motivation is
multifaceted and constructive, meaningful feedback
provides a motivational environment.
Personalize the discussion forum by adding student and
instructor photos to names.
Unlike with written comments, students note that video
comments improved their learning because instructors
provide deeper explanations (Thompson & Lee, 2012).
11. Learning Strategies
• Continuous • Students are
positive engaged in self-
reinforcement and directed learning
repetition through
discussion forums
Androgony
Behavioral
Adult
Learning
Learning
Theory
Theory
Cognitive Social
Learning Learning
Theory Theory
• Addresses multiple • Encourages group
senses , connects interaction such as
new and the discussion
previously attained forum, enhances
knowledge personal feedback
13. Curricular Principles
The baccalaureate nursing education is based on the
nursing paradigm and relationship of
individuals, health, environment and nursing and adult
learning theory (Kaplan University, 2011).
Consider adding the humanistic approach to curricular
principles which focuses on affective outcomes which
can helps students learn and is the focus of student-
centered teaching (Billings & Halstead, 2009).
15. Instructional Methods
Instructional Method Revision to Instructional Method
Online discussion forum Ensure students spend sufficient
Web trips time in online courses.
Reading articles, text book Allow students flexibility to
Assignments complete work through the course
at a faster pace.
Based on Andragogical Theory and
Bloom's Taxonomy (Kaplan Time should compare to that of
University, 2010). traditional classroom education, 3
hours per credit/week (Billings &
Connors, 2001).
16. APA Quotations Annotated
Bibliography
APA
CHANGES
APA Quiz Discussion forum
questions for APA
17. APA Changes
APA quotations assignment removed
and added to discussion forum question
for that week.
Annotated bibliography assignment
removed and added to discussion forum
and focus on nursing research articles.
APA quiz can be completed as a web
trip.
18.
19. Professional Development Plan
Part 1 Part 2 Part 3
1 Unit 3 2 Unit 6 3 Unit 9
Introduction Weaknesses Introduction
Goals Barriers Goals
Strengths Action Plan Strengths
Weaknesses
Barriers
Action Plan
Conclusion
21. Assessment Outcomes
Identify Learning Target
• Registered Nurses in BSN program
• Adult Students in online course
Meet Student Needs
• Follow the principles of adult learning
Multiple Assessment
Techniques
• Discussion Forum
• Assignments
22. Revisions to Meet the Educational
Outcomes.
Revisions to the educational plan are used to enhance
the student’s educational experience to advance the
nursing student to become a competent and caring
provider of health care.
The goal of nursing education is to focus on the patient
for without them there is no fulcrum of nursing practice.
Education should be based on sound quantitative and
qualitative research that is able to assist individuals
toward maximizing health potential through the entire
health continuum.
24. Overview of Educational Plan
Changes
APA
Add APA elements to discussion
Remove APA assignments
forum
Feedback
Change to screencast and
Comments on papers are written
veedback
Professional Development Plan
Completed in 2 assignments Change to three assignments
25. Overview of Educational Plan
Changes Continued
Instructional Methods
Students are not offered flexibility to Offer flexibility to complete assignments
complete course components ahead of time ahead of time to meet student needs
Student Faculty Interaction
Limited to emails, telephone, discussion
Use audiovisual feedback
forum
Learning Strategies
Add behavioral learning theory, cognitive
Based on adult learning theory
learning theory and social learning theory
27. References
Atherton, J. S. (2011). Teaching and learning. Retrieved from http://www.learningandteaching.info/teaching/about.htm
Billings, D. M., & Halstead, J. A. (2009). Teaching in nursing: A guide for faculty (3rd ed.). St Louis, MO: Saunders.
Billings, D. M., & Connors, H. R. (2001). Best practices in online learning. Retrieved from
http://www.electronicvision.com/nln/chapter02/index.htm
Bradshaw, M. J., & Lowenstein, A. J. (2007). Innovative teaching strategies in nursing and related health professions (4th ed.).
Sudbury, MA: Jones and Bartlett
Brookhart, S. M., & Nitko, A. J. (2008). Assessment and grading in classrooms. Upper Saddle River, NJ: Pearson Education.
Clements, Peter. 2006. Teachers’ Feedback in Context: A Longitudinal Study of L2 Writing Classrooms. PhD diss., University of
Washington. Retrieved from https://digital.lib.washington.edu/researchworks/handle/1773/9322.
Emen, J. (2012). The best practices in online education | eHow.com . Retrieved from
http://www.ehow.com/list_6584510_practices-online-education.html#ixzz1rGbidd13
Esani, M. (2010). Moving from face-to-face to online teaching. Clinical Laboratory Science, 23(3), p. 187-190.
Holes, Bryn, and John Gardner. 2006. E-Learning: Concepts and Practice. Sage Publications Ltd. ISBN 9781412911108
28. References
Instructional Design. (2012). Andragony: Knowles. Retrieved from http://www.instructionaldesign.org/theories/andragogy.html
Johnson, S. D. & Aragon, S. R. (2012). An instructional strategy framework for online learning environments. Retrieved
from http://edwebsfiles.ed.uiuc.edu/hre/online/research/online_strategies.pdf
Kaplan University. (2012a). Accreditation, approvals, and memberships. Retrieved from
https://kucampus.kaplan.edu/UniversityInfo/AboutKU/AccreditingApprovals.aspx
Kaplan University. (2012b). Kaplan University history and facts. Retrieved from
http://online.kaplanuniversity.edu/pages/history.aspx
Kaplan University. (2012c). Professional Leadership Transition. Retrieved from
http://www.kucourses.com/re/DotNextLaunch.asp?courseid=6507771&userid=12246235&sessionid=dc1df40f68&tabid
Kaplan University. (2011). Kaplan University catalog. Retrieved from
https://kucampus.kaplan.edu/DocumentStore/Docs11/pdf/KU/KUCatalog2011_2012.pdf
Kaplan University. (2010). School of nursing mission statement. Retrieved from
https://kucampus.kaplan.edu/DocumentStore/Docs10/pdf/SON/SchoolofNursing_MissionStatement.pdf
Nurmukhamedov, Ulugbek, & Soo Hyon Kim. (2010). “‘Would you perhaps consider …’: English Language Teachers Journal
64(3): 272-282. Retrieved from doi:10.1093/elt/ccp063
29. References
Oermann, M. H., & Gaberson, K. B. (2009). Evaluation and testing in nursing education (3rd ed.). New York, NY:
Springer.
Park University. (2012). Faculty resources quick tips: Grading rubrics. Retrieved from
http://www.park.edu/cetl2/quicktips/rubrics.html#Advantages of Implementing Grading Rubrics
Thompson, R. & Lee, M. J. (2012). Talking with students through screencasting: Experimentations with video feedback
to improve student learning. Retrieved from http://jitp.commons.gc.cuny.edu/2012/talking-with-students-through-
screencasting-experimentations-with-video-feedback-to-improve-student-learning
Wagner, E. (2003). Interactivity: From agents to outcomes. Retrieved from
http://general.utpb.edu/fac/keast_d/Tunebooks/pdf/Wagner%20Article.pdf
Notas do Editor
Kaplan University is sensitive to cultural diversity and ethnic backgrounds of their students. Students are encouraged to reach their individual needs based on the adult learning theory, which encourages active student participation. The teaching techniques encourage active participation through online group discussions and various formats with emphasis on ethics, accountability, communication and professionalism to promote professional development of each student. The university encourages students to be involved in professional organizations to promote professional skills and improve learning for the real world (Kaplan University, 2011).
Objectives are to provide an overview of the current educational plan in the NU 300 course and make recommendations for revisions with supporting rationale.
Kaplan University is sensitive to cultural diversity and ethnic backgrounds of their students. Students are encouraged to reach their individual needs based on the adult learning theory, which encourages active student participation. The teaching techniques encourage active participation through online group discussions and various formats with emphasis on ethics, accountability, communication and professionalism to promote professional development of each student. The university encourages students to be involved in professional organizations to promote professional skills and improve learning for the real world (Kaplan University, 2011).
A student participating in distance learning must remain motivated to work independently. Without physically attending scheduled classes and interacting with professors and other students face-to-face, it can be easy to lose focus and motivation.The convenience of online education allows individuals to study and work when and wherever they choose to provide. Students and Instructors should devise a schedule to ensure assignments are completed on time (Eman, 2012).
Feedback refers to any information that allows learners to judge the quality of their performance (Thompson & Lee, 2012).
Audiovisual feedback and such as screencasting does not allow the student to ask questions in the same way they would in a face-to face communication. The instructors voice reviewing the paper creates a sense of instructor availability and personal connection with the student (Thompson & Lee, 2012).The current structure for student faculty interaction in the course is email, telephone and discussion forum. Students receive feedback on written assignments through comments written in the margin of the papers. Suggest improving faculty interaction with the use of video. Although students are encouraged to submit photos in week one the introduction, it would be nice to see the students photo attached to the discussion forum to personalize the experience.
The course design is based on the adult education theory or androgony. This theory is based on the psychological perspective that adults are responsible for their own life, are self-directed and have life experiences that can be helpful in learning (Billings & Halstead, 2005). Knowles' theory can be stated with six assumptions, need to know, experiences, self-concept, readiness, problem-centered and personal internal motivation (Instructional Design, 2012).Learning strategies should consist of elements of different theories in addition to the adult learning theory. Behavioral learning theory, cognitive learning theory and social learning theory should also be included in learning strategies. This innovative philosophy is appropriate for teaching and learning in the online environment. Instructional designers need to match their desired learning goals and instructional methods to the appropriate learning theories and strategies. Quality online learning environments should be comprised of elements of behavioral learning theory which encompasses continuous positive reinforcement, and repetition through the discussion forum and with assignments (Johnson & Aragon, 2002). The cognitive learning theory addresses multiple senses and presents new course information in motivating ways which can connect new information to previously attained knowledge. The social learning theory encourages group interaction such as the discussion forum and enhances peer assessment and personal feedback. Adopting a synthesized theory of learning can have a synergistic result by integrating the most positive and powerful aspects of each individual learning theory into an online learning environment (Johnson & Aragon, 2002).
Many students are not familiar with the rule of thumb that for every hour in the classroom environment there are also an additional three study hours…this is the same for web based and online courses. Ensure students don’t spend unproductive time on the discussion board or web surfing and ensure seat time is the same for online and traditional courses.Allow students flexibility to work through the course at a faster pace with instructor approval, for things like medical reasons or the birth of child. This increases student retention and also promotes active learning (Billings & Connors 2012).
Students are required to use American Psychological Association writing style when posting to the discussion board and when writing assignments. This is an important part of the course and students should be able to apply the basic principles of this writing style by the end of the course.Remove APA assignments , APA Quiz, Annotated Bibliography assignment and add to discussion forum as an additional question. The APA quiz can be given in week 2 as a web trip. In unit 3 students will select three sites, book, web-site, article and complete quotations with in-text citations and references. This allows for active learning with student and instructor feedback for improvement in learning. In Unit 8 students will complete annotated bibliography from a nursing research article and post this to discussion forum.
The purpose of changing assignments to discussion forum is to promote active, interactive learning between students which promotes education.
The Professional Development Plan (PDP) is necessary for the nurse to plan professional goals, strengths and weaknesses. Propose the plan is divided into three course assignments with the final submission to be completed in week 9. This will provide the students with sufficient feedback incrementally to fully develop this essential assignment.
There are no suggested revisions for this assessment and outcomesBrookhart & Nitko (2008) identified five essential principles for effective assessment. They are to identify learning targets, meet the student needs, use multiple assessment techniques, assessment techniques should match the learning target and there are limitations with assessments. Analytical rubrics are used to provide meaningful and specific feedback along several dimensions (Park University, 2012). Individual rubrics are completed for each course component.