Promoting Student Communities in the Online Education Setting Dr. Cynthia Brown Dr. Sharon Ann...
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Promoting Student Communities in the Online Education Setting Dr. Cynthia Brown Dr. Sharon Ann Cumbie University of West Georgia Tanner Health System School of Nursing 7th Annual Conference on Higher Education Pedagogy Virginia Tech February 5, 2015
Promoting Student Communities in the Online Education Setting Dr. Cynthia Brown Dr. Sharon Ann Cumbie University of West Georgia Tanner Health System
Promoting Student Communities in the Online Education Setting
Dr. Cynthia Brown Dr. Sharon Ann Cumbie University of West Georgia
Tanner Health System School of Nursing 7th Annual Conference on
Higher Education Pedagogy Virginia Tech February 5, 2015
Slide 3
Promoting Learning Communities Caring Framework Caring Groups
at UWG (face-to-face) Caring Groups Online Caring Connections
Online Site
Slide 4
Caring Framework the Tanner Health System School of Nursing
frames its philosophy within the theoretical structure of caring as
the essence of nursing. The faculty are committed to creating a
culture of quality caring that fosters caring collaborative
relationships between teachers and learners; patients, families and
nurses, as well as other members of the healthcare team. UWG/SON
Philosophy (2015)
Slide 5
Caring Framework A caring and transpersonal approach to
teaching facilitates the creation of an atmosphere that will
support students to develop a cohesive sense of community. (Cumbie
& Wolverton, 2004). Qualities of a Caring Perspective (Watson,
2008) Each person viewed as a unique human being. Person in a
caring relationship perceives the others feelings and sets apart
one person from another and from the ordinary. Focus on the
uniqueness of self and other and the uniqueness of the moment
Coming together in relationship is mutual and reciprocal.
Slide 6
Caring Groups at UWG Face to Face Began in the undergraduate
nursing program in the early 90s in face to face programs Often
connected with the student clinical groups (10-12 students) Goals
Create a safe place for students and faculty to communicate Allowed
time for self reflection Provide support and encouragement to each
other Set personal goals related to groups work Learn
supportive/assertive communication Guynn, M, Wilson, C., Bar, B.,
Rankin, K., Bernhardt, J., & Hickox, C. (1994)
Slide 7
Caring Groups at UWG Face to Face Masters Program began in 2001
as a Hybrid Program Caring Groups were Face to Face Caring Groups
were initially offered only in the first semester
Slide 8
Caring Groups at UWG Online RN/BSN Hybrid Program Online Caring
Groups for students, Spring, 2012 Masters program Began as a hybrid
program in 2001 Converted to 95% online program in 2012 Integrated
online Caring Groups for cohorts beginning Fall, 2012 MSN program
100% online in Fall, 2013 EdD Nursing Program Doctoral program in
Nursing Education begins 100% online in Fall 2012
Slide 9
Elements of Socialization in Online Caring Groups Increase
online student engagement Facilitate communication Foster caring,
collaborative relationships between faculty and students Provide
the opportunity for students to experience and learn caring for
self and others in the online environment Promote success
Slide 10
Structure of Caring Groups Caring Groups are introduced in the
first semester of the MSN & EdD program in a course that is
determined by the faculty. After the first semester, one course is
selected each semester to accommodate the Caring Groups. Caring
Group space created in D2L learning platform via the Discussion
area. Specific discussion topics/opportunities for a check-in given
to the Caring Group throughout the semester.
Slide 11
Structure of Caring Groups Course members are divided into
small groups of 4-5 students in the online environment. Purpose of
Caring Groups posted for students. Initially, students are asked to
check-in with Caring Group members by posting a discussion thread
related to concerns and/or excitement about starting the semester
in their respective program.
Slide 12
Structure of Caring Groups Periodically during the semester,
students are asked via the discussion area to check-in with each
other. Students have the opportunity to voice their concerns to
group members and give and receive support from each other.
Students are encouraged by faculty to use the Caring Group section
for additional engagement with group members throughout the
semester.
Slide 13
I viewed the video about stress in Caring Group and will
probably forward it to a couple of family members. I always welcome
any ideas on keeping stress to a minimum. This allowed me to
reflect on my stress level and what to do to ease it up a bit. I am
considering adding yoga to my routine. I am also up for
suggestions. From a Caring Group Participant
Slide 14
Caring Groups Maintaining a practice of self care can be
challenging for anyone Support from others is vital A commitment to
selfcare and finding a support system takes dedication and focus
Brown, Bishop and Bar (2013)
Slide 15
As nurses, we work under stressful conditions, demanding work
expectations and decreased staffing. The opportunity to discuss
these issues with other nurses is critical to avoid career burnout.
This discussion allows us to relieve a portion of our stress
through active participation in a group like the one I am in now.
From a Caring Group Participant
Slide 16
My caring group provides support, information, and opportunity
for me to express my opinions; and a way to ask for help without
fear of being criticized. group members have been so wonderful;
they have given me the sense to feel that I am not alone in this
course. From a Caring Group Participant
Slide 17
Successes Students connect and engage online Faculty and
students model caring behaviors Connections that provide support
throughout the program Described as Life Line especially for the
first semester Students bringing the Caring Group model to the work
place setting
Slide 18
Challenges Identifying the best way to organize the groups-
self select or random selection. Creation of online exercises
designed to promote group cohesiveness-what works best? Faculty
interest in participating with the Caring Groups [never enough
time!].
Slide 19
Challenges Course group projects related to course work,
unrelated to the Caring Group Encouraging students to use their
Caring Group for support and resources-each group has its own
personality
Slide 20
Moving Forward Setting up a formalized model for Caring Groups
in the online setting to continue after the initial course. Getting
feedback from faculty that facilitated the Caring Groups. Feedback
from students on continuing the Caring Groups. Formal orientation
for new faculty related to facilitating Caring Groups.
Slide 21
Caring Connections An Online Site, external to course work for
students to engage with each other. A separate site is established
for the MSN and the EdD programs. All students are enrolled in the
Caring Connections site for their respective program. Student
receive a Welcome email that describes the intention and purpose of
the Caring Connections site. Faculty facilitator is responsible for
maintaining the site.
Slide 22
Caring Connections Emails reminders encouraging Caring
Connections participation are sent periodically throughout the
semester by graduate faculty Monthly activities vary and may
include: Self care strategies Inspirational Quotes Music
Photographs Links to health-promoting websites Discussion
board
Slide 23
Successes Celebrating student success and milestones Students
supporting each other throughout the semester for personal and
professional concerns Student concerns Family illness Death of
loved ones Job Loss Students arranging to meet both in person and
online Faculty support and engagement each week
Slide 24
What a Wonderful World! I loved the video and song and it was
so fitting for me this week. Many of you know that my son got
married this past weekend. I've been a little overwhelmed with the
planning and the emotion of it all, along with work and classes.
But it's been wonderful to watch everything come together. It was a
spectacular weekend. Perfect weather, wonderful times with family
and friends, and we ended up with a beautiful new daughter! I am so
grateful for so much! From a Caring Group Participant
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Slide 29
Small Group Discussion For those of you teaching online, or
planning to teach online, what techniques would you use to engage
your students? For those of you taking an online course, what do
you think helps facilitate online engagement?
Slide 30
Moving Forward What innovations might you suggest to promote
student engagement to develop online learning communities?
Slide 31
Love is a powerful healing energy. Our world can benefit from
more loving prayers for improved health and wellbeing. Take some
time right now to share some loving words with someone you know who
may benefit from some extra kindness. Or offer love in silent
meditation - either to a specific person - or in a general way. And
during your silent meditation, send out loving light to your
sojourners in the doctoral program. Recognize the network that
holds you together and gives you loving support. And remember, Love
is a powerful healing energy. Click to play music From: Rainbow
Path by Kay Gardner, The Greenwood: Heart Chakra
Slide 32
References Brown, C.J., Bishop, M., & Bar, B. (2013).
Creating and sustaining peace within for the journey of nursing
leadership. Nursing Administration Quarterly, Oct-Dec;37 (4):E1-7.
doi: 10.1097/01.NAQ.0000434947.57388.b3. Cumbie, S.A. &
Wolverton, R.L. (2004). Building communities of scholars through a
hologogy for online graduate nursing education. International
Journal of Nursing Scholarship. 1(1). Guynn, M, Wilson, C., Bar,
B., Rankin, K., Bernhardt, J., & Hickox, C. (1994). Caring
Groups: A participative teaching/learning experience. Nursing &
Health Care, 15(9) 476-479. University of West Georgia, Tanner
Health System School of Nursing Philosophy (2015) Retrieved from
http://nursing.westga.edu/281_322.php Watson, J. (2008). Nursing:
The Philosophy and Science of Caring. rev. ed. Boulder, CO:
University Press of Colorado.