Development of an Online Course: Leadership Development and Change Management for Nurse Executives in ASEAN Countries

Transcription

1 Development of an Online Course: Leadership Development and Change Management for Nurse Executives in ASEAN Countries Premruetai Noimuenwai, RN, MS. Ph.D. Sukhothai Thammathirat Open University, THAILAND

2 RESEARCH TEAM Boontip Siritarungsri, RN, PhD, Assoc Prof. Premruetai Noimuenwai, RN, PhD, Assist Prof. Cheevakasemsook, Aree, RN, PhD, Assist Prof. Kaewsarn, Pattaya, RN, PhD Puttapitukpol, Somjai, RN, PhD, Assoc Prof. SCHOOL OF NURSING, STOU, THAILAND

3

4 BACKGROUND Due to the global economic crisis Preparation for ASEAN Community in 2015 Mutual Recognition Arrangement (MRA) on Nursing Services Nursing is a key service which need to make cooperation

5

6 OBJECTIVES 1. To develop the online course for ASEAN nurses 2. To evaluate the online course implementation

7 UNDERLYING LEARNING CONCEPT Connectivism is a form of experiential learning which prioritizes the set of connections formed by actions and experience over the idea that knowledge is propositional. Learning is a process of connecting specialized modes or information sources. Nurturing and maintaining connections is needed to facilitate continual learning. Currency (accurate, up to date knowledge) is the intent of all connectivist learning activities. (Siemens, 2005)

8 UNDERLYING LEARNING CONCEPT Decision making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.

9 METHODOLOGY Step I Development of an Online Course Collaborate resource persons & web designer > 10 content modules > LCM website : Provide Face to face Intensive Seminar Design Learning Activities & Environment Identify Facilitator Role

10 METHODOLOGY Step II Participant Recruitment Contact ASEAN Nursing Agencies Send Application Form via E mail Recruit qualified Participants Inform Learning Activities via E mail

11 INCLUSION CRITERIA A purposive sample was used. 74 eligible executive nurses applied to study. The inclusive criteria were : 1. Nurse executives in 10 ASEAN countries 2. Good English communications with ability to listen, read and write well. 3. Good IT knowledge 4. Recommendation letter from participant s Chief/Director

12 METHODOLOGY Step III Course Evaluation Develop & Validate Course Evaluation Form Provide Research Inform Consent Distribute Evaluation Form via E mail Collect and Analyze Data

13 RESULTS & FINDINGS Component of online learning Online course evaluation

14 COMPONENTS OF ONLINE LEARNING Input Content modules Resource persons LCM website Facilitators Process Study 10 Modules Interaction on Knowledge Sharing Outcome Innovative task work or Mini Project Network Output Gain knowledge & experiences Course Satisfaction

15 ONLINE COURSE EVALUATION 74 Participants applied to study 49 Participants (66 %) studied in this course 37 Participants (75.5%) sent evaluation form

16 DESCRIPTIVE DATA OF PARTICIPANTS Characteristics n Percent Age Mean = SD = > 51 Years Gender Female

17 DESCRIPTIVE DATA OF PARTICIPANTS Characteristics n Percent Education Bachelor degree Master degree Doctoral degree Not identify Country Thailand Myanmar Malaysia Vietnam 2 5.3

18 ONLINE COURSE EVALUATION

19 NARRATIVE QUOTES Finally, after finished 10 modules of learning, I am able to build nurse leaders and executives network in ASEAN countries. LCM training give me a chance to gain more acquire knowledge and experiences from training due to apply to my actual administration to my Nursing Faculty. At the end of the course online at this time, I feel proud, impressed in the care of the team. I get lots of benefits, the practice of selflearning, manage time for training, practice of using English and get lots of knowledge about leadership, which can lead to better myself and our organization. Besides that, I also have friends in ASEAN (in the same profession) that cause the network to work in the future.

20 NARRATIVE QUOTES I deeply appreciate the success of the training project. We have a chance to being active participant, active interaction and good personal relationship. All the problems and concerns that I raised and sent to the teams were promptly responded. Following up s that sent to participants regularly were very encouraging and showing that the teams were interested to know how we were doing. Your dedication to work has shown us your leadership and change management skills, and that is very impressive.

21 STRENGTHS OF ONLINE COURSE Ubiquitous learning Accessibility Up to date Well planned and organized Easy to learn Relevant & Practical Able to repeat when do not understand content Assignments promote leadership skills.

22 WEAKNESSES AND BARRIERS Sound of some module was not clear Some modules were long & time consuming Problems of internet accessibility Limitation of language and culture

23 SUGGESTIONS 1) Learners should complete previous modules before moving to the next module 2) Course should provide internet service for information search and translation 3) Course should provide exchange program and learners with all of ASEAN 4) Course should provide study visit to study health care system in other ASEAN countries for comparison 5) Modules should be shorter 6) Implementation for teamwork should be added as an output of this course.

24 CONCLUSION The online course is an alternative to improve nursing professional knowledge and skills and increase their social network. Most participants were satisfied with online course. The online course was also appropriate to utilize for nurse development in ASEAN countries. Problems were found in modules accessibility i.e. poor local infrastructure technology, limitation of language and culture in communication which will be taken for further discussion.

25 RECOMMENDATION Reflection or Knowledge Sharing session is one of the key aspects of maintaining a sense of online learning community. The main purpose of these reflective activities was to encourage participants to critically analyze what they were learning and openly share their thoughts among participants. The uses of active learning strategies in online education may optimize learning outcomes.

26 RECOMMENDATION Facilitators were key persons who foster learners critical thinking and learning output/outcomes. Facilitator play an important role in encouraging participants to critically analyze what they were learning and openly share their thoughts among participants as part of the learning process. Online training courses can be further developed in order to enhance professional development.

27 ACKNOWLEDGEMENT: We would like to sincerely thank to : President, STOU Dean, School of Nursing STOU Assoc Prof (Dr) Lim Swee Hia All Resources Persons All Participants

28 Thank you

29 REFERENCES Association of Southeast Asian Nations (2014). ASEAN Mutual Recognition Arrangement on Nursing Services. Retrieved on 1 August, 2014 from community/item/asean mutual recognitionarrangement on nursing services ASEAN ANU Migration Research Team (2005). Movement of workers in ASEAN: Health Care and IT. Retrieved on 1 August, 2014 from ANU_FinalMainReport.pdf Giri,K., Frankel,N. Tulenko,K., Puckett,A., Bailey,R. & Ross,H. (2012). Keeping Up to Date: Continuing Professional Development for Health Workers in Developing Countries. IntraHealth International. Retrieved on 1 August, 2014 from up to datecontinuing professional development for health workers indeveloping countries/continuing professional development healthworkers.pdf

30 REFERENCES Haggerty, C. (2009). Developing the Online Course: Reflection on the Process. Whitireia Nursing Journal, 16, Hixon, E. ( 2008 ). Purdue University Calumet Team based Online Course Development: A Case Study of Collaboration Models, Online Journal of Distance Learning Administration, 11 (4). Mancuso, J.M. (2009). Perceptions of Distance Education among Nursing Faculty Members in North America. Nursing and Health Sciences, 11 (2), O'Neil, C.A., Fisher, C.A., & Newbold, S.K. (2004). Developing online learning environment in nursing education. Best Practices for Nurse Educators. New York: Springer. Pelz,B. (2004). Three Principles of Effective Online Pedagogy. Journal of Asynchronous Learning Networks, 8 (3). Phillips, J. (2005). Strategies for active learning in online continuing education. The Journal of Continuing Education in Nursing, 36(2),

31 REFERENCES Siemens,G. (2005). Connectivism: A Learning Theory for the Digital Age. International Journal of Instructional Technology and Distance Learning, 2 (1). Siew Hong, S.T. (2007). An evaluation of teaching and learning of science in English in a rural school in West coast of Sabah (doctoral thesis). School of education and social development, University Malaysia Sabah. Wilson, B. and Lowry, M. (2000). Constructivist Learning on the Web. Retrieved on March 4, 2014 from Williams, P., Gunter, B., & Nicholas, D. (2006). Health education online: Issues arising from the development and roll out of a pilot distance education programme for NHS staff. Health Education, 106 (3), Puzziferro, M & Shelton, K (2008). A Model for Developing High Quality Online Courses: Integrating a Systems Approach with Learning Theory. Journal of Asynchronous Learning Networks, 12 (3 4).