Vulnerable Populations/
Cultural Competency
A “Field Trip” Activity for
Hybrid/Online RN-BSN Students
Gail Petersen Hock, RN, MS, PHCNS-c
and
Tyke Hanisch, DNP, APRN, FNP-c
Why On-Line Education?
•U.S. Census Bureau (2005):
-62% of all U.S. households had computers
-55% had internet connections
-91% of children, 3-years-of-age and
older, had engaged in some type of
computer activity
Why On-Line Education?
•American Association of Colleges of Nursing (1999):
-Nursing faculty shortage increases the demand for on-line learning
-Technology-mediated teaching strategies dramatically change how teaching and learning occur
-On-line education is a strategy that can enhance the enrollment in nursing schools
Challenges in Hybrid/Online
Education in Nursing● Student/faculty ratios
● Affiliation agreements
● Multiple geographic locations
● Student engagement (Community of Inquiry)
Community of Inquiry
Cognitive Presence
Teaching Presence
Social Presence
Garrison, Anderson & Garrison (2003).
Student Centered
Knowledge Centered
Assessment Centered
Principles of Best Practice
● Appropriate contact between student and faculty
● Communication of high expectations
● Reciprocity and cooperation
● Active learning techniques
● Prompt feedback
● Time on task
● Respect for diverse talents and ways of learning
Moore (2006)
Solutions in Hybrid/Online
Nursing Education
● Prescriptive, concise assignments
– Clear academic purpose
● Self directed “Field Trip” Experiences
– Decrease risk
● Not bound by geography
● Lived “Case Studies”
– Facilitate student engagement
Example from Practice –
Piloted in 2009(see handouts)
● Vulnerable populations/Windshield
Survey assignment
– Self assess perceptions re: vulnerable
population
– Assume identity in case study
– Lived experience
Perceptions Prior to Assignment
● Who uses public transportation?
– Low socioeconomic groups
– People with poor hygiene
– Inner city dwellers
– People who have lost their driver’s
licenses (i.e., DUI offenders, life
endangering or criminal speeders)
Use Public Transportation to
Overcome a Barrier to Healthcare
● Motor Vehicle Division
● Immunization Clinic
● Vital Records – birth certificate
Windshield Survey –
Secondary Component
● Data Collection tool from the CDC
● Public transportation and access to
vital human services
Three Cases – Assume One Identity
● Represent Vulnerable Populations
– Elderly
– Single Parent
– Recently Unemployed
Evaluation
● Small Group Discussion Board
● Paradigm shift – facilitated by
engagement with the chosen identities
● Improved understanding of barriers to
healthcare services
Future Activities
● Is it safe?
– Safety Tip Sheet is a mandatory activity
● Does it support course learning
outcomes and AACN Essentials?
● Can it be accomplished in any
geographic region?
Questions?
Presenter Disclosures
No Relationships to Disclose
Gail Petersen Hock, RN, MS, PHCNS-cand
Tyke Hanisch, DNP, APRN, FNP-c
References
American Association of Colleges of Nursing. (1999, July). AACN white paper: Distance technology in nursing education. Retrieved from http://www.aacn.nche.edu/Publications/WhitePapers/whitepaper.htm
Centers for Disease Control and Prevention (2007). Heart-healthy
and stroke-free: A social environment handbook. Retrieved from
http://www.cdc.gov/dhdsp/library/seh_handbook/pdfs/seh_handb
ook.pdf
Garrison, D. R., Anderson, T., & Garrison, R. (2003). E-Learning in
the 21st century: A framework for research and practice (1st ed.).
New York: Routledge.
References
Moore. J. C. (2006, February). Collaboration on-line: Sloan-C resources, 10(1), 81-89. Retrieved from http://www.sloan-c.org/publications/jaln/v10n1/pdf/v10n1_8postscript.pdf
United States Census Bureau. (2005). Computer and internet use in the United States: 2003. Retrieved from http://www.census.gov/prod/2005pubs/p23-208.pdf