Laurie Posey

Online teaching strategies to improve collaboration among nursing students.

Collaborative problem-solving is an essential competency for nurses and all health professionals. This paper compares the design characteristics and educational benefits of three online-teaching strategies that nurse educators can use to build the critical thinking and social skills needed for effective collaboration: computer supported collaborative learning, case-based facilitated discussion, and cognitive flexibility hypermedia. These strategies support a critical instructional outcome required for effective collaboration: the ability to examine, assess, and synthesize multiple perspectives to resolve illstructured problems (i.e., problems for which there is no clear-cut solution). Descriptions, examples, and guidelines for implementing each strategy are provided. By integrating these strategies into their online courses, nurse educators can prepare nurses to work effectively with others to solve complex problems in clinical practice and the broader health-care system.

Preparing students for graduate study: An eLearning approach

This paper describes the development and preliminary evaluation of an eLearning program intended to provide incoming nursing students with the basic knowledge, skills and abilities needed to succeed in graduate-level, online coursework. Using Mayers principles (2008) for the effective design of multimedia instruction, an open-access, self-directed, online program was developed. The Graduate School Boot Camp includes five online modules focused on learning strategies and time management, academic writing, technology, research, and library skills. To motivate and engage learners, the program integrates a fun, graphical sports theme with audiovisual presentations, examples, demonstrations and practice exercises. Learners begin with a self-assessment based on the Motivated Strategies for Learning Questionnaire or MSLQ (Pintrich et al., 1993). To assess change in knowledge levels before and after completing the program, learners take a pre-test and post-test. Preliminary findings indicate that the students found the information relevant and useful. They enjoyed the self-paced, multimedia format, and liked the option to return to specific content later. This innovative program offers a way to prepare students proactively, and may prove useful in identifying students at risk and connecting them with the appropriate resources to facilitate successful program completion.

Medical Student Perceptions of Self-Paced, Web-Based Electives: A Descriptive Study

Abstract A first-of-its-kind course at The George Washington University was taught entirely online using a self-paced, modular, case-based multispecialty format. Data on student perceptions of the course were obtained through a Web-based survey administered to students who had completed the course. Close-ended questions were analyzed using basic descriptive statistics in order to determine frequency of responses, whereas open-ended questions were analyzed thematically. Students reported having a favorable experience with the self-paced online course, with flexibility being the major benefit reported by respondents. Students in this asynchronous course perceived the two greatest challenges in online learning to be (1) decreased opportunity for social interaction and (2) technological barriers.

Using algorithmic practice maps to teach emergency preparedness skills to nurses

In 2004, The George Washington University received funding from the U.S. Department of Homeland Security to develop a web-based emergency preparedness course for nurses. The purpose of the course was to provide training that would be accessible regardless of work setting or location. In designing the course, the development team used algorithmic decision making as a conceptual framework to transcend the linear, didactic focus of traditional online preparedness training to provide learners with a learning experience crafted around the decision-making process. This article describes the design of the algorithmic practice maps underlying this course and provides a replicable structure for those interested in developing similar offerings for nurses.

Geriatric education utilizing a palliative care framework

ABSTRACT The dramatic growth of persons older than age 65 and the increased incidence of multiple, chronic illness has resulted in the need for more comprehensive health care. Geriatrics and palliative care are medical specialties pertinent to individuals who are elderly, yet neither completely addresses the needs of older adults with chronic illness. Interprofessional faculty developed Geriatric Education Utilizing a Palliative Care Framework (GEPaC) to teach an integrated approach to care. Interactive online modules use a variety of instructional methods, including case-based interactive questions, audio-visual presentations, reflective questions, and scenario-based tests. Modules are designed for online education and/or traditional classroom and have been approved for Continuing Medical Education. Pre- and posttest scores showed significant improvements in knowledge, attitudes, and skills. Participants were highly satisfied with the coursework’s relevance and usefulness for their practice and believed that GEPaC prepared them to address the needs of older adults for disease and symptom management, communicating goals of care, and supportive/compassionate care.