Course development for web-based nursing education programs

Schnetter, Vicki A.; Lacy, Darlene; Jones, Melinda; Bakrim, Khadija; Allen, Patricia; O'Neal, Cynthia

doi:10.1016/j.nepr.2014.06.007

Cited by 31 publications

(18 citation statements)

References 22 publications

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“…Online discussion activities are often used to develop skills in reflective practice, critical evaluation, and leadership, as well as to increase knowledge about a given topic (Gillespie, Pritchard, Bankston, Burno, & Glazer, 2016;Nielsen, Lasater, & Stock, 2016;Smith, 2015). Historically, discussion board activities have worked well for concept-focused objectives and the development of problem-solving skills (Schnetter, O'Neal, Lacy, Jones, Bakrim, & Allen, 2014). The use of threaded discussion activities in an online environment can best facilitate active learning in students who are engaged (Jain & Jain, 2015).…”

Section: Review Of Related Literaturementioning

confidence: 99%

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The Impact of Program-Wide Discussion Board Grading Rubric on Student and Faculty Satisfaction

McKinney

2018

OLJ

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Abstract:In addition to learning more about a topic, online discussion activities may be used to develop skills in reflective practice, critical evaluation, and leadership. Faculty often spends a great amount of time and energy developing discussion assignments that will improve these skills and align with course learning outcomes. Facilitating and evaluating online discussion assignments can seem overwhelming and time-consuming for instructors. Students may feel the online discussion forum assignments lacks clarity and be at a loss on how to proceed. Incongruity about the assignment occurs when the instructor’s expectations about the discussion activity and the students' understanding about the assignment’s expectations do not align. This article will review a collaborative process used to align instructor expectations and student understanding for the express purpose of evaluating online discussion board assignments in a fair and objective manner.

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Section: Review Of Related Literaturementioning

confidence: 99%

“…It is noteworthy that when learning outcomes match clearly outlined expectations, student satisfaction is increased (Schnetter et al, 2014). Additionally, the use of assessment rubrics significantly encouraged student participation and achievement (Wuttikietpaiboon, 2012).…”

Section: Review Of Related Literaturementioning

confidence: 99%

The Impact of Program-Wide Discussion Board Grading Rubric on Student and Faculty Satisfaction

McKinney

2018

OLJ

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“…Online learning in nursing education is expanding rapidly and will elevate the education level of nurses [1]. Massive Open Online Courses (MOOCs) are designed to offer free and access to anyone who interested in studying around the world.…”

Section: Introductionmentioning

confidence: 99%

“…Developing and launching MOOCs programs requires teachers to rethink traditional teaching methodologies and reframe content [1]. Fundamental nursing MOOCs contains as follows: course description, syllabus, scale standard, certification requirement, teaching video, expansion reading material.…”

Section: Introduction Of Fundamental Nursing Moocsmentioning

confidence: 99%

The Introduction of Fundamental nursing MOOCs and the Common Questions and Solving Method in the Process of Video Shooting

Yan¹

2016

Proceedings of the 2016 4th International Conference on Management Science, Education Technology, Arts, Social Science and Econ

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Fundamental nursing MOOCs is the first planning courses of China Medicine Education MOOCs League. The course video, about 32 hours, with knowledge of the smallest unit, is designed by taking student as a center. In order to make the teaching content more vivid, concrete and attractive, and let learners are more likely to understand and grasp of the teaching content, teachers should show the teaching content by using a variety of means. The course is suitable for beginners and also be applied to nursing experience. There are some common questions in the process of theoretical video shooting included eyes without camera, rapid speech, slip of tongue, serious facial expressions, stiff body and other problems. These problems, detail mistakes, angle matters, mistake cutdowns, lighting problems and other problems, often exist in the process of operation video shooting. To solve these problems needs teachers try to relax and to adapt to the natural lens performance, and also need meticulously prepared by highly responsible teachers team with fully communication with filming personnel. The purpose of this article is reference for educators in production for other MOOCs courses.

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“…3 The use of e-learning and blended learning in nursing education has been well-described. [4][5][6][7][8][9][10][11] E-learning has also been utilized successfully in resident education in some subspecialties such as obstetrics and gynecology, 12 otolaryngology, 13 emergency medicine, 14 psychiatry, 15 and orthopedic surgery. 16 The current body of literature, however, provides relatively little information regarding the use of information technology in teaching and learning in ophthalmology residency training.…”

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confidence: 99%

Technology Use in Ophthalmology Resident Education: Results to Aid Program Directors in Curriculum Development

et al. 2019

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Background The Accreditation Council for Graduate Medical Education in ophthalmology lists the use of information technology to optimize learning as a common program requirement. The use of technology in published studies often takes the form of e-learning. No study to date outlines what methods are preferred by residents and faculty in United States Ophthalmology programs. Objective We conducted a needs assessment to evaluate the current state of technology in teaching and learning in an ophthalmology residency program, to identify barriers to using technology, and to determine areas for future curriculum development. Methods We used an anonymous online survey to assess current residents and faculty within our ophthalmology residency program. Results Residents identified their primary learning styles as visual and kinesthetic and they preferred videos and online question banks.More than 35% of faculty respondents “never” use technology in teaching. Among faculty who do use technology, online quizzes and videos were the most common modalities used to supplement lectures. Common barriers to incorporating technology included lack of time, lack of knowledge of available technologic tools, and lack of skill in using technology.Both faculty and residents identified a Web platform for curricular elements and a feedback app as potentially beneficial additions to the curriculum. Each group rated an app to receive feedback more highly than an app to provide it. The two groups disagreed on the usefulness of online quizzes. There was variability among faculty responses regarding the usefulness of technology in teaching. Conclusion Our needs assessment identified areas of agreement among residents and faculty as well as mismatches and barriers regarding the use of technology to support learning by ophthalmology residents. Our study is an example of a best practice for use of a needs assessment to provide a framework for curriculum development and program improvement in an individual program. Further research is needed to generalize these results across ophthalmology programs.

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Course development for web-based nursing education programs

Cited by 31 publications

References 22 publications

The Impact of Program-Wide Discussion Board Grading Rubric on Student and Faculty Satisfaction

The Impact of Program-Wide Discussion Board Grading Rubric on Student and Faculty Satisfaction

The Introduction of Fundamental nursing MOOCs and the Common Questions and Solving Method in the Process of Video Shooting

Technology Use in Ophthalmology Resident Education: Results to Aid Program Directors in Curriculum Development

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