Reflections on My Ed Tech Experience:

Competencies and Artifacts

Tara Peters, MSN RNNursing Program

DirectorMATC

15

Shortly after graduating with my Master of Science in Nursing I took accepted a position as a nursing instructor at a small technical college in Utah. By the end of the first semester I realized two things. First, I did not know nearly enough about the process of adult education. I had learned a great deal about nursing and nursing theory but I felt I should know more about how to structure my classes and how to evaluate students. Second, I realized that the program needed to be brought up to current standards, or something close to it, in terms of technology. We were still administering exams on paper! Students were missing out on too many opportunities for learning and collaboration because we were stuck in the past with boring lectures, Power Points©, and papers that were largely unrelated to the jobs the students would be doing once they graduated.

I knew enough to identify areas that were ready for improvement, but I was unsure about how to proceed. The desire to do better and base my actions on evidence-based research (something nurses carry on at length about) rather than old habits borne of “we have always done it that way” motivated me to search for an online education program, preferably with a heavy emphasis on technology. After searching and comparing programs I settled on Boise State’s Educational Technology program and I am very glad that I did.

Not only was I able to learn what I needed to address the issues I had identified, but I have also been able to identify other areas for future improvements. I accepted the nursing program director position in January, 2013 and I have been able to apply what I have been learning in the Ed Tech program to my work almost as soon as I learned it. Not only have I gained knowledge, but I have been able to apply that knowledge to my program development, technology integration, and instructional design efforts. The knowledge and experience I have gained has also given me confidence and encouraged me to continue my educational journey.

STANDARD 1: DESIGN

The AECT standards state that, “Candidates demonstrate the knowledge, skills, and dispositions to design conditions for learning by applying principles of instructional systems design, message design, instructional strategies, and learner characteristics.”

1.1 Instructional Systems Design

Instructional Systems Design (ISD) is an organized procedure that includes the steps of analyzing, designing, developing, implementing, and evaluating instruction.

Instructional Design Project (503). This project meets the criteria because I had to analyze the goals of the instruction as well as design, develop, implement and evaluate the learning activity which was a case study. Most students want to learn the material we present to them during their classes well enough to be able to integrate that new knowledge learned into their clinical experiences so that they feel confident to care for patients once they leave school, even if they don’t phrase their goal the same way I just did. This case study used a pre-assessment so instructors can avoid the error of assuming that what has been taught is what has been learned (Smith & Ragan, 2005), which is a fairly common problem in nursing education.

7514

15

Although students are technically responsible for maintaining skills and knowledge as they progress through the program, this is the first time many of these students have been held responsible for their learning in this way, so some repetition and reinforcement is expected.

I created the Diabetes Case Study to provide second semester nursing students an opportunity to accurately apply their knowledge of the underlying causes of, effective nursing care for, and clinical manifestations of Diabetes Mellitus (DM) to a project-based (case scenario) learning activity. This project required me to map goals and objectives to match our program outcomes, student learning outcomes, course outcomes and so forth all the way to the evaluation. This was the first time I had done this work in exactly this way and it was a fantastic learning opportunity. The skills and attention to detail I learned in this class provided a sound basis for many projects that followed. I did have to think carefully about how much information to include, how to present information, what issues to concentrate on and so on as I designed and developed the learning activity. The activity was also designed to evaluate learning concepts, not facts, so most of the responses were constructed responses in order to match the Bloom’s level and the evaluation method.

1.2 Message Design

Message design involves planning for the manipulation of the physical form of the message.

Multimedia Project (513). I created this project for nursing instructors to use in class or as part of the hybrid learning program being developed for the MATC Practical Nursing (PN) program. I applied the CARP principles (Lohr, 2003) to which I had been introduced in 502 and then again in the Multimedia course. This project demonstrates my ability to plan out the physical form of my message to maximize learning through contrast, alignment, repetition and proximity. The project includes plenty of whitespace; consistent alignment of major elements throughout the project; repetition of the graphic elements or portions of them throughout the project; and proximity of text to the graphic to which it refers. The project is simple, easy to understand and facilitates learning in that the presentation does not distract from the content and concepts being presented. I also incorporated many points learned from Ruth Clark, such as that extra text interferes with learning, and that people learn more when they are presented with relevant words and pictures than they do when they are presented with words alone (Clark and Mayer, 2008). I explored this idea further in my paper expounding on the coherence principle.

Coherence Principle (513). As I described in my paper covering the Coherence Principle, even well-designed instruction can be badly delivered, thus rendering ineffective a well-constructed multimedia presentation. I contrasted an example of what not to do with an example of how a well-designed multimedia presentation can be most effective when left alone to convey information without interference or elaboration. This paper also discussed motivation, language and symbol processing and how research in those areas may influence how we apply the coherence principle in different situations. As with almost anything involving humans, flexibility when applying theory to real-life situations is a must, and we should also remember to not overlook the obvious things such as that unmotivated people don’t learn well or talking over the top of a film clip interferes with learning. Sometimes it’s the little things that make a big difference.

7514

15

1.3 Instructional Strategies

Instructional strategies are specifications for selecting and sequencing events and activities within a lesson.

WebQuest (502). The Ethics WebQuest also introduced concepts and terms at the beginning of the activity to ensure all learners had the opportunity to move forward with the same knowledge. In other words, the learning activity did not assume that previous learning had taken place or if it had, that the information had been retained. Once a base was established, the WebQuest progressed, allowing learners to acquire more knowledge as they worked through the activities. Learners were also provided with opportunities to reflect on their learning, thus enabling them to integrate new knowledge into their existing knowledge and construct their own meaning from their experiences and to learn authentically (Constructivism, 2013). This activity encourages learners to apply, analyze and synthesize what they have learned. The ethical content was also chosen to encourage student nurses to think carefully about their assumptions, how they view authority, personal rights and what it means to be a patient advocate.

1.4 Learner Characteristics

Learner characteristics are those facets of the learner's experiential background that impact the effectiveness of a learning process.

Accessibility (502). This project addressed learner characteristics in three ways. First, I made the project appropriate for anyone wanting to know more about web accessibility generally. Age is only restricted in terms of the learner’s ability to use a computer and understand the information with which they are presented. These learners may be casual learners who want more information but who may or may not be planning to do anything with that information specifically. Second, some learners may want to know where to get more information they can use to apply to their web-based design or development projects. While my accessibility project is by no means comprehensive, an interested learner could gather a significant amount of information from the links provided and identify additional possible resources. One rich source of information is the World Wide Web Consortium’s (W3C) Web Accessibility Initiative (WAI). The WAI… “develops strategies, guidelines, and resources to help make the Web accessible to people with disabilities” (W3C, 2014). This organization provides interested parties, such as web designers, resources they can use to help them ensure accessibility. In addition, learners who have accessibility concerns could use some of the accessibility features I have included in my website such as labels for graphics and links and similar accommodations to both access the site and explore additional resources.

7514

15

STANDARD 2: DEVELOPMENT

Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies.

2.1 Print Technologies

Print technologies are ways to produce or deliver materials, such as books and static visual materials, primarily through mechanical or photographic printing processes.

Instructional Design Project (503). I created the Diabetes Case Study to provide second semester nursing students an opportunity to accurately apply their knowledge of the underlying causes of, effective nursing care for, and clinical manifestations of Diabetes Mellitus (DM) to a project-based (case scenario) learning activity. Although nursing students begin learning about diabetes and other common disease processed when they first enter nursing school, the systematic delivery of the content and concepts they will need to as new nurses is delivered in the second semester of our one-year practical nursing program. Students would receive three hours of classroom instruction and then proceed to work on the case study.

Although any of the materials could be used electronically, they can also be printed. While some students will prefer to work off of the electronic resources, others will prefer to make notes on paper as they work on the case study. The project was designed to be flexible in this regard, enabling instructors and students to work electronically or in print as appropriate for the situation. Appendices A through D include the Needs Assessment Survey, the Case Study and Answer Sheet, and the Diabetes Case Study Rubric and can all be printed and provided to students who may not have access to a computer outside of the classroom.

2.2 Audiovisual Technologies

Audiovisual technologies are ways to produce or deliver materials by using mechanical devices or electronic machines to present auditory and visual messages.

Digital Inequality Project (501). The Digital Inequality Project addressed concerns related to the digital divide and digital inequality, both which limit the ability of certain segments of the population to fully access information and learning opportunities they might otherwise have (Commerce, 2010). Students worked together in teams to prioritize needs and expenditures. It also addressed the question of how to most equitably use funds to provide the greatest number of people access to technology in a way that would be meaningful and sustainable. Our group’s project used slides, graphics, narration and video to address the question and develop an audiovisual presentation of our solution. Not only did we use a number of technologies in the production, we collaborated through Goggle docs and chat as well while we developed a presentation intended to both inform and persuade.

Worked Example Screencast (513). Student nurses must learn the basics of safe medication administration before they can attend clinicals and give medications to patients. This project covered basic information students need to know to be safe and instructions and

7514

15

examples on how to calculate medication dosages. I eliminated as much extraneous information as possible so students could concentrate on the concepts rather than non-essential details. For example, including drug names in problems can throw students off track because they will become anxious and concentrate on the medication (is this a proper dose, would I give that to this patient) rather than concentrating on the math.

To eliminate some of the distractions, I concentrated on the math alone by eliminating drug names altogether. The problems simply state that the nurse is to give some dose of a medication. Gone are the days of long-winded patient descriptions and obscure medication names! If I want them to concentrate on learning the math, then let them concentrate on the math by removing distractions. So, I explained a problem type, worked one together with the learner by providing them the time to answer and then I provided formative feedback, followed by having the learner attempt a problem independently. I also incorporated a character (a nurse) into the slides to as way of enhancing student learning by providing context and personalization (Clark and Mayer, 2005).

2.3 Computer-Based Technologies

Computer-based technologies are ways to produce or deliver materials using microprocessor-based resources.

To Learn or Not to Learn (501). I love experimenting with new (or new to me) technologies, and Xtranormal is no exception. Rather than write a reflection I decided to use voice to chat technology to sum up my Ed Tech 501experience at BSU. The specific technology might be new to some viewers, but the cadence of my character’s speech is recognizable to almost everyone. I think this is a great example of how I met this competency because it allowed me to use a computer-based program to create and deliver a message in a way that would engage the viewer and convey the spirit of my course reflection. It also allowed me to be creative and have some fun!

Opera Flash Project (511). This is another example of using computer-based technologies to deliver information to learners. In this case, the project was designed for learning, of course, but just as importantly the learner should have fun. While some learning needs to take place sequentially this learning module was designed with the idea that learners would get more out of the module if they could explore at will and concentrate on what interested them at the moment. Each section is informative, with the text and the multimedia selections complementing each other. The project followed the Hypermedia methodology by consisting of many pages that can be navigated in any order the learner wants, so the Hypermedia methodology facilitates learner curiosity and exploration (Allesi and Trollip, 2001).

2.4 Integrated Technologies

Integrated technologies are ways to produce and deliver materials which encompass several forms of media under the control of a computer.

Virtual Field Trip (502). My virtual field trip to Hawaii is an excellent example of how to use text, graphics, videos, google maps, and links to outside resources in a learning environment.

7514

15

The site pages include each include an number of interactive elements, all relevant to each page of the virtual field trip. Learners could move around in the project at will in any order they desired, spending as much or as little time as needed on each page or with each element. The navigation and layout were consistent throughout the project and the various elements were easy to identify and use. Learners could answer questions and test their knowledge if desired (this was also part of the project) but strictly speaking that is not required. The project could be used for educational or entertainment purposes by any learner capable of accessing the website and understanding the content, so the project was created for a general audience.

Hybrid Course Project (512). I created this project to use as a model for hybrid learning in the nursing program. Our school was seeking approval for hybrid learning from their accrediting body, and they decided to start with the nursing program. Because this was intended both as a project for class and for accreditation approval I had to present the class within the Canvas LMS, though I would have preferred working in Moodle if given a choice because it is so much easier to make a great looking course in less time with Moodle than it is with Canvas. As it turns out, we were approved for hybrid learning with this project! The intent of this course was not to move students through the material entirely online, but for them to have access to the information they would need to know prior to coming to weekly skills labs. This saves time in class and allows students to concentrate on applying what they have learned while in lab when they have an instructor there for guidance rather than coming to lab to learn new all new material and then practicing on their own afterwards. Students are expected to know material and/or come prepared with questions, and apply what they know in formative learning environment in preparation for the summative evaluations (skills check-offs).

STANDARD 3: UTILIZATION

Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making.

3.1 Media Utilization

Media utilization is the systematic use of resources for learning.

Tech Trends Assignment (501). The Tech Trends assignment asked students to develop a lesson using multiple technologies to deliver the lesson. I chose a basic lesson covering the required steps all nurses are taught to take prior to providing care to any patient: hand washing; providing patient privacy; and patient identification. I used a variety of resources such as videos (recorded and on YouTube), mobile devices, recording equipment and virtual clinical experiences to meet the student learning objectives. Interestingly, the virtual clinical experiences were never used. We were informed by our favorite vendor that they were developing web-based virtual clinical experiences and so we waited patiently (pun intended) for their development team to get a move on, and they did! We will now be using web-based virtual clinical experiences that tie into the electronic charting, enabling students and instructors to work from anywhere they

7514

15

have internet access and a compatible device. This assignment can serve as the model for any number of modules we can develop for our upcoming hybrid learning program, allowing us to chunk learning into smaller units rather than creating larger modules that might be more appropriate for the classroom than for mobile learning.

3.2 Diffusion of Innovations

Diffusion of innovations is the process of communicating through planned strategies for the purpose of gaining adoption.

Nursing Education in Second Life (531). While this project was not created specifically to diffuse innovation, it is a great example of how a well-designed project can serve to do just that. In this case, I developed a virtual experience that would walk student nurses through the beginning steps of patient care such as checking the chart, washing their hands, checking patient ID and so forth. The idea is that students will need to think about what they are doing and they need to become habituated to proper behaviors as they practice and learn in a safe environment. The scenarios and the scripting can also be changed as needed to provide more advanced scenarios as students progress through the program which would keep the material fresh and bring users back again and again.

Not only was this a reasonably innovative project for a new learner such as me, the argument can be made that innovations cannot be diffused unless they are presented to others in a way they can understand. All the well-researched papers in the world may fail to persuade because the reader simply cannot conceptualize the idea the way the writer intends. However, show someone the virtual clinic and how and why it works and they may understand not only what it is but how they can use it. Thus, the creation and presentation may have been done for different reasons, but the project can still act as a pixelated ambassador for virtual reality in education as those who find value in the approach will make others aware through blogs, chats and so forth. I am diffusing the innovation by including it in my online portfolio. If sims were not so expensive in SL it would be up and running now. Fortunately, it can all be reassembled if I ever get time to experiment in virtual worlds again. Oh wait, I’m graduating! I’ll have loads of time now!

3.3 Implementation and Institutionalization

Implementation is using instructional materials or strategies in real (not simulated) settings. Institutionalization is the continuing, routine use of the instructional innovation in the structure and culture of an organization.

Hybrid Course Project (512). This hybrid course has been approved by our school’s accreditors and it was the first hybrid learning course to be approved in any department at MATC. However, the resources developed are being used and refined in a slightly different way than intended in order to test the idea, spot potential issues, and to make productive use of the work that has already been done. Not only have I gotten approval for this project but I received approval for Google Chromebooks, which the students have been using for the last two semesters in the classrooms for a wide variety of assessments and formative learning activities. The Chromebooks were linked to the hybrid class development because if we are going to

7514

15

require students to use the computer and web based resources, shouldn’t we also make sure they can do just that at least while at school? Thus, both the hybrid course and the hardware needed to access it have been approved and are being used now. The school is committed to expanding hybrid learning to multiple departments and they are also looking at ways of integrating appropriate technology as well. If that isn’t implementation and institutionalization, what is?

3.4 Policies and Regulations

Policies and regulations are the rules and actions of society (or its surrogates) that affect the diffusion and use of Instructional Technology.

Netiquette (502). Students must learn to get along in an academic and professional environment, but appropriate communications here may differ from the communication style they use in other settings. Therefore, students need to have the opportunity to learn the basics of proper netiquette so they can, at the very least, avoid looking bad to their peers or even inadvertently insulting and annoying others. More importantly, students will be better netizens and better able to learn from and contribute to communities of interest if their communication skills are developed and they are self-aware. While our school’s policies are not specifically included in this project, the general information provided supports our program’s policies. If students did not know about proper netiquette and behaved poorly then the school could easily revoke our online privileges to avoid institutional embarrassment, so this was an important project to complete and implement alongside the hybrid learning and computers in the classroom.

Scavenger Hunt (502). The Plagiarism Scavenger Hunt supports the nursing department’s policies, and helps makes expectations clear to students. This project was the basis for the current nursing program plagiarism policy, and grew out of a couple of issues I encountered with students during my first year of teaching. In two of three cases, the students really did not understand what they did was wrong, or why it wrong. Thus, this project offered me the opportunity to develop a policy and provide students with relevant resources while also developing a resource for the nursing program. I suspect that by the end of the paper you will see a definite pattern forming in that much of what I did in the M.E.T. program centered on current nursing program needs. What my colleagues and I noticed was that students were coming to us after having completed high school and some college courses with limited writing and research skills as well as a lack of understanding of the plagiarism issue. In this case, basic expectations needed to be established before we could make them responsible for the information. How can they avoid it if they don’t even know what it is?

7514

15

STANDARD 4: MANAGEMENT

Candidates demonstrate knowledge, skills, and dispositions to plan, organize, coordinate, and supervise instructional technology by applying principles of project, resource, delivery system, and information management.

4.1 Project Management

Project management involves planning, monitoring, and controlling instructional design and development projects.

Digital Story (513). I think this project is an excellent example of how I met this competency. As anyone who has made a movie of any length can tell you, the entire process must be planned, monitored and controlled in terms of the design and the development. The method of delivery needs to match the message from beginning to end or the viewer can become confused about the intent. I wanted a story that would not only allow me to highlight the impact nurses can have every day, but I wanted to develop a story that would allow instructors to use this movie as a way to reiterate the nursing process a new way. What is the nursing process you ask? It is simply a variation on the scientific process that allows nurses to approach questions in a systematic manner. First, I assess the problem and ask what is going on and what is the likely cause of what I see? Next, I “diagnose” it by clearly stating in nursing, not medical, terms the problem. For example, a nurse would not diagnose a patient with a broken leg but they would give a nursing diagnosis of impaired mobility, which in turn tells any nurse who cares for the patient what sorts of care they need to provide (help ambulating or turning over in bed). Once the nurse knows what is likely going on then s/he makes a plan about what they will do (turn the patient over every two hours so they don’t pressure ulcers), the nurse implements the plan (turn the patient in bed) and then evaluates its effectiveness (did pressure ulcers develop?).

Seems basic, doesn’t it? However, students get all shades of confused as they try to apply this process to actual situations. In most cases we give them patient-based scenarios, but that gets a bit redundant and if the method did not work the first ten times, might a new method be in order for the eleventh attempt? The story follows the basic nursing process in that the nurse assessed problem (diphtheria), she diagnosed it along with the doctor (no vaccine), made a plan (get vaccine), implemented the plan (the start of the Iditarod!) and then evaluated if worked or not (children received vaccine). Although the nurse was not personally responsible for every aspect of the story, it is an excellent example of how to work through a problem collaboratively and systematically to find an effective solution. To make this project work, the sequencing, sights and sounds all needed to be planned and controlled. The background music needed to add drama but not detract, and words on the screen were kept to a minimum to avoid competing with the narration (Clark and Mayer, 2005). All of this planning resulted in an effective presentation that helped students integrate new information with previously learned materials so they could more deeply learn a key concept they will have to apply accurately and effectively to new situations throughout their careers.

7514

15

4.2 Resource Management

Resource management involves planning, monitoring, and controlling resource support systems and services.

Technology Planning (501). I used the ideas I learned in this class to help me develop our technology plan for the nursing program. I am a big fan of using well-informed, systematic thinking to solve problems, so this project not only made sense to me but it provided me with a way to frame my arguments for or against the various approaches to technology integration that had been proposed. We ask ourselves what we are trying to accomplish first, then we sift through the available options until we find an appropriate solution. Here is the punch line: Technology is not always the answer! Sometimes the issue is something else such as a disorganized curriculum or instructor overload that is causing an issue. No technology in the world will solve those issues, so thinking critically and realistically about issues allows me to integrate technology into the curriculum to solve issues that can actually be addressed with technology.

For example, we have integrated eBooks into the program to lower the cost for students. We also use test-taking software that allows them to practice NCLEX style questions from anywhere, and we use Chromebooks in the classrooms for interactive learning activities. In addition, as we move toward hybrid learning, we have decided to integrate some virtual clinical experiences into the curriculum this fall so we can test the tool before we commit to it as part of the future hybrid learning program. If it works as we expect, then students will be able to access their virtual simulations from any web-based device and they will also be able to chart and submit their work electronically. Instructors will also be able to provide feedback remotely. The key to making these types of endeavors work, in my opinion, is thinking the issue through and being willing to say that something is not working. Test ideas when possible prior to committing resources and don’t fall in love with the latest and greatest bright-shiny-thing! *Author loves the newest bright-shiny-things so this last one is a tough one!

4.3 Delivery System Management

Delivery system management involves planning, monitoring and controlling 'the method by which distribution of instructional materials is organized' . . . [It is] a combination of medium and method of usage that is employed to present instructional information to a learner.

Nursing Education in Second Life (531). I developed a virtual experience that would walk student nurses through the beginning steps of patient care such as checking the chart, washing their hands, checking patient ID and so forth. At each step of the way the scripting (which a good SL friend did for me) would not allow the students to interact with the next object until they had interacted with the previous one. In other words, the nurse cannot enter the room unless s/he reads the chart. Nurses cannot identify the patient unless they have already washed their hands and so forth. The idea is that students will need to think about what they are doing and with repetition they become habituated to proper behaviors. Repetition is a great way to accomplish this, but clinical experiences are limited. Therefore, students can practice and learn in a safe environment. The scenarios and the scripting can also be changed as needed to provide more advanced scenarios as the students progress through the program. I think this is a great

7514

15

example of combining medium and method to create a worthwhile learning activity that takes advantage of the unique affordances of virtual worlds, which is telepresence (Steuer, 1992). This project combined known elements of the real nursing experience such as wearing scrubs and seeing medical equipment in the patient’s room with the planned delivery of instruction to increase telepresence and in turn, transference (Dalgarno & Lee, 2010). For further reading on this subject, check out my Constructivist Learning and Virtual Worlds paper completed in Ed Tech 504. Ok, so this is a shameless plug for my own product…

4.4 Information Management

Information management involves planning, monitoring, and controlling the storage, transfer, or processing of information in order to provide resources for learning.

Annotated Bibliography (504). While an annotated bibliography is not the most exciting example of information management, it does meet this competency. The purpose of the annotated bibliography is to allow the researcher to analyze research, decide on its relevance and then to make notes about it for later use in a paper or a research project, for example. In order to do this I must plan my project, and the research helps me determine if research in my chosen area already exists, and if so, how does it help me refine my research questions? Completing an annotated bibliography allows me the opportunity to take a critical look at existing research and to analyze and synthesize different perspectives. Making notes allows for the storage, transfer and processing of the information, which is critical for research.

STANDARD 5: EVALUATION

Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles of problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning.

5.1 Problem Analysis

Problem analysis involves determining the nature and parameters of the problem by using information-gathering and decision-making strategies.

Request for Proposal (505). This was a fun project after the initial shock wore off. I had never been asked to respond to a request for a proposal, create a budget and a fictitious company then address the problem so I felt some trepidation at first, but that soon subsided when I actually analyzed the tasks and planned my approach. I had to determine the nature of the problem, which was somewhat different than the problem the client thought they had, and then I had to decide how to address each issue. This was another example of how assessing the problem first, gathering information and then prioritizing problems helps one develop appropriate problem-solving strategies. In this case, the client was seeking advice on marketing an untested product which is, in my opinion, rarely a good idea. This project was also an exercise in how to diplomatically tell a potential client that they are way off base without alienating them from the start. As a side note, when I owned a business and encountered potential clients that by all rights

7514

15

should have been wearing a sign stating, “Warning! Will change mind constantly and will never be satisfied!” I dealt with them by giving them outrageously high estimates. Either they decided not to hire us or the annoyance factor was paid for up front.

5.2 Criterion-Referenced Measurement

Criterion-referenced measurement involves techniques for determining learner mastery of pre-specified content.

Program Evaluation Project (505). Our nursing program uses clinical competencies as a way to help students direct their efforts in clinicals so they will focus on learning to think and act as nurses. The competencies are tied to the program outcomes and course outcomes as well as standards of nursing care. Student nurses not only need to pass the NCLEX but they also need to be able to function independently as a new nurse when they graduate and are hired. In the past, student nurses were treated like staff at their clinical sites, and this did nothing to help them really learn to be competent, independent nurses. They also received meaningless feedback (Great job today!) and reported that they did not feel competent to take care of patients once they left school.

I decided to implement the clinical competency program when I became the Program Director, and so the competencies have been in use for three semesters. Therefore, when we were asked to think of a program to evaluate, this was my first choice. It sounds like a good idea, but is it getting us the results we expected? If changes need to be made what are they? Are students really getting the formative feedback they need to help them develop their critical thinking skills as nurses? Are the competencies helping us meet our program outcomes? I conducted the program evaluation and found that overall the competencies are working, though some changes were suggested. It was also evident that student perceptions of the experience were positively correlated with who they had as their clinical instructor, which is perhaps a training and orientation issue that we can address. In short, the program evaluation project was invaluable to me as I will be able to use the skills I learned here in any job I will ever hold.

5.3 Formative and Summative Evaluation

Formative evaluation involves gathering information on adequacy and using this information as a basis for further development. Summative evaluation involves gathering information on adequacy and using this information to make decisions about utilization.

Instructional Design Case Analysis (503). In this scenario, an unsuspecting new instructional designer, Abby Carlin has been hired to design a new training program that will allow new hires to replace experienced workers in 90 days to be up and running in a short time frame and with no loss of production. Well, good luck to you Abby! Rather than commit to such an undertaking, I might have opted for the “assess before you act” approach and tried to discover what the issues were first. After all, not all problems are related to training and not all goals are realistic. But at any rate, off I sent Abby to meet her challenge, and rather successfully, I might add.

7514

15

I used formative instruction strategies throughout this project, but especially when describing how new factory workers would be oriented and given formative feedback on their performance of new job skills. Multiple assessments of their starting point, their skills acquisition and comprehension of new processes are built into the proposal developed to address a fictitious employer’s concerns. Once workers complete one portion of the training they will have a summative assessment and then either move to the next part of the training or review what they missed earlier. As their training progressed and they acquired new skills and knowledge, the assessments could change as well to match whatever Bloom’s level they are at at the time. Not only should formative and summative evaluations be built into each step in the process, but the teaching learning methods should change as the workers progress (Smith and Ragan, 2005).

5.4 Long-Range Planning

Long-range planning that focuses on the organization as a whole is strategic planning. Long-range is usually defined as a future period of about three to five years or longer. During strategic planning, managers are trying to decide in the present what must be done to ensure organizational success in the future.

Technology Planning (501). I had addressed this project earlier so I will not rehash the details here. Instead I will address the longer term by pointing out that the decisions we have made to integrate the technology tools that we have into the nursing program have been chosen to meet the longer range goal of improving student and program outcomes and implementing hybrid learning in the nursing program. As anyone who has ever undertaken a project like this can attest, new programs do not get implemented overnight, or even over a few months. A project such as implementing hybrid learning in the nursing program first requires approval from the school’s accreditation body. Once approved, at least a portion of the program must be developed and then sent to the nursing program’s accreditors for approval. These steps alone take one or two years depending on many factors, some of them out of our control. Once all of this has taken place, or maybe before, depending on the accreditation body, the curriculum must be fully developed and portions of the program rolled out in a controlled, systematic fashion, with proper evaluation taking place at appropriate intervals so changes can be made prior to rolling out subsequent portions of the program. Note: It is generally a bad idea to roll out an entirely new program or system without having tested it first. Even then, full implementation should be done in stages so issues can be noted and addressed early on in the process.

The technology planning project did not address all of this at the time it was written, but it serves as one of the foundation stones of my thinking and my approach to a real project that is being developed now and will be piloted, and evaluated over the next three to five years. I think it is worth pointing out that as I look back, it is at times difficult to isolate the competencies and the projects because the core concepts have been woven throughout the curriculum in a way that has helped me develop a new point of view rather than simply learnings a series of isolated facts. In the case of this project, the ideas of long-range planning, systematic thinking guided by a valid theoretical framework, and formative and summative evaluation of our program are all present.

7514

15

CONCLUSION

While I already knew to think before I act prior to entering the program (nurses are taught that on day one), my biggest question was: What do I need to be thinking about? The M.E.T. program taught me what I needed to be thinking about and what questions I needed to be asking in order to do what I want to do well. What do I want to do well? I want to reorganize the nursing program so it is functioning as a cohesive, goal-oriented program. I also want to move forward with implementing hybrid learning, and the skills I learned here will help me accomplish this. My other primary goal is to make sure that our program is designed to meet accreditation standards and meet program outcomes based on the strength of the program itself, not just the strength of the personalities involved. While any new director will doubtless make changes according to their vision, I would like to ensure that the next director has some time to acclimate themselves to their role first. I would also like to transition to online teaching at some point, and to this end I have just begun an Ed.D program since I will almost certainly need that credential to teach online.

I did notice one interesting thing about myself that I was aware of but had not given much thought. I really enjoy creating. It does not matter what, I just like to create. So, whether it is creating a sim in Second Life or creating movies or web pages, I like the creation end of the equation more than the actual using of the creation. I find a great deal of satisfaction in creating something that others enjoy or find useful, and have discovered that I would probably enjoy designing the instruction, video or website more than actually using the product myself. I think of some of the projects I created for this program and find it deeply satisfying that I could design, develop and deliver quality products that others could use, and I am sincerely interested in continuing to do just that either at my current position or another depending on what the future holds.

7514

15

REFERENCES

Allesi, S. M., & Trollip, S.R. (2001). Multimedia for learning: Methods and development.

Needham Heights, MA: Allyn & Bacon.

Benner, P. (1984). From novice to expert: Excellence and power in clinical nursing practice.

Upper Saddle River, NJ: Prentice Hall.

Clark, R.C., Mayer, R.E. (2008). Elearning and the science of instruction. San Francisco,

CA: John Wiley & Sons.

Cooper, S. (2013). Constructivism Learning Theory. Retrieved from http://tiny.cc/ewmzhx

Dalgarno, B. and Lee, M.J.W. (2010). What are the learning affordances of 3-D virtual

environments? British Journal of Educational Technology, 41(1), 10-32.

Lohr, L.L. (2003). Creating graphics for learning and performance: Lessons in visual literacy.

Upper Saddle River, NJ: Merrill Prentice Hall.

Smith, P.L., Ragan, T. J. (2003). Instructional design. Hobooken, NJ: John Wiley & Sons.

Steuer. J. (1992). Defining virtual reality: Dimensions determining telepresence. Journal of

Communication, 42(2), 73-93.

US Department of Commerce. (2010). Exploring the digital nation: Computer and Internet use at

home. Retrieved from http://tiny.cc/9wmzhx

W3C. (2014). Getting Started with Web Accessibility. Retrieved from http://tiny.cc/lxmzhx.

7514