Going On-Line: Developing Quality C/PHN Courses for RN-BSN Concentration

Transcription

1 Going On-Line: Developing Quality C/PHN Courses for RN-BSN Concentration CHARLOTTE ARMBRUSTER, DNP, RN CLINICAL ASSOCIATE PROFESSOR GAIL HOCK, MS, RN CLINICAL ASSOCIATE PROFESSOR

2 Objectives Discuss quality standards for online teaching Discuss innovative teaching strategies for online C/PHN courses Describe faculty/student workload considerations.

3 ASU s RN-BSN Curriculum NUR 391 Professional Nursing Theory TWC 361 Writing for Health Care Management (3) NUR 315 Methods and Critical Appraisal for Evidence-based Practice (3)

4 ASU s RN-BSN Curriculum Carousel NUR 392 Health Promotion Across the Life Span NUR 440 Community/Public Health Nursing NUR 495 Public and Global Health in Nursing NUR 444 Innovation in Nursing NUR 445 Nursing Management in Health Care NUR 460 Art of Nursing

5 ASU s RN-BSN Curriculum NUR 464 Capstone: The Synthesis of Professional Nursing

6 Quality Standards BSN Essentials ACHNE BSN Essentials Quality Matters (QualityMatters.org) Underlying Principles: Continuous Centered Collegial Collaborative

7 Curriculum Crosswalk

8 Quality Matters Standards/Rubric: Course Overview & Introduction Learning Objectives / Competencies Assessment & Measurement Resources & Materials Learner Engagement Course Technology Learner Support Accessibility

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10 C/PHN Courses NUR 440 Community/Public Health Nursing in the United States This course examines selected concepts, theories and applications of epidemiology, community assessment and population-centered health education for community /public health nursing in the United States Focus on application of epidemiology, biostatistics, community assessment, community/population planning, population centered health promotion, risk reduction and environmental health. The course builds upon the core professional values of community/public health nursing practice of Community/Population as a Client, Prevention, Partnership, Healthy Environment, and Diversity.

11 C/PHN Courses NUR 495 Public and Global Health in Nursing Concepts and theories of public health, global health, health policy will be evaluated and their application to nursing practice will be analyzed. Analyzes public health concepts, theories and practice with a focus on the health of all clients in a global environment. It includes core public health functions, domestic and international health care delivery systems, public health and health policy, conceptual and scientific frameworks for community/public health nursing practice, epidemiology, and global health issues.

12 Innovative Teaching Strategies Learning style assessment Visual, auditory, tactile/kinesthetic Using a mix of approaches Discussion boards written or voice Announcements written, video or voice Feedback on projects (from peers and faculty) as voice comments Papers, presentations with voice, videos Portfolio to showcase how course outcomes have been met Integrated library modules

13 Innovative Teaching Strategies Field Trips Vulnerable population/windshield survey Global health Scenario for case management & ethical decision making as a school nurse Nursing on the Frontline Simulations, games, case studies to support learning epidemiological concepts. Small student work groups (5) for group projects, discussions Social networking

14 Global Health The purpose of this activity is to: 1) increase the RN s awareness of the impact of poverty, poor nutrition, early childbearing and lack of access to emergency obstetric care in developing countries on maternal/infant health outcomes 2) analyze the impact of United States emergency health care policy and Arizona State Health Department Programs on maternal/infant health outcomes and 3) gain experience in using public health models in describing and analyzing population health conditions and interventions.

15 Global Health Watch A Walk to Beautiful on the Hulu website (60 minutes). Read the World Health Organization fact files on obstetric fistula Watch and listen to from Despair to Dignity Explore the Fistula Foundation Website. Read all fast facts, FAQ, review links, one woman s story and the doctor s corner. Visit a local hospital with emergency and obstetric departments. Look around the emergency department waiting room and triage areas and take the elevator to maternal/infant department. As you Walk through the Beautiful hospital imagine yourself one of the women you met during Step One in Walk to the Beautiful. Try to see your local facility through her eyes.

16 Innovative Teaching Strategies Field Trips Vulnerable population/windshield survey Global health Scenario for case management & ethical decision making as a school nurse Nursing on the Frontline Simulations, games, case studies to support learning epidemiological concepts. Small student work groups (5) for group projects, discussions Social networking

17 Faculty/Student Workload Faculty: Lead Faculty Manages course Responsible for course shell and content, grades, incompletes, complains Responsible for faculty coaches 36% workload for 4 credit hour course (or 30%/3) Faculty Coaches 1:30 student ratio Responsible for grading and feedback on assignments, discussion boards First contact for students 13% workload for 4 credit hour course

18 Faculty/Student Workload Student: 4 credit hour course = 24 hours per week = 180 hours/course of 7.5 weeks

19 Contact