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Murphy d. educational plan for professional leadership transitions
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Murphy d. educational plan for professional leadership transitions



Professional Leadership Transitions

Professional Leadership Transitions



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  • Kaplan University is sensitive to cultural diversity and ethnic backgrounds of their students. Students are encouraged to reach their individual needs based on the adult learning theory, which encourages active student participation. The teaching techniques encourage active participation through online group discussions and various formats with emphasis on ethics, accountability, communication and professionalism to promote professional development of each student. The university encourages students to be involved in professional organizations to promote professional skills and improve learning for the real world (Kaplan University, 2011).
  • Objectives are to provide an overview of the current educational plan in the NU 300 course and make recommendations for revisions with supporting rationale.
  • Kaplan University is sensitive to cultural diversity and ethnic backgrounds of their students. Students are encouraged to reach their individual needs based on the adult learning theory, which encourages active student participation. The teaching techniques encourage active participation through online group discussions and various formats with emphasis on ethics, accountability, communication and professionalism to promote professional development of each student. The university encourages students to be involved in professional organizations to promote professional skills and improve learning for the real world (Kaplan University, 2011).
  • A student participating in distance learning must remain motivated to work independently. Without physically attending scheduled classes and interacting with professors and other students face-to-face, it can be easy to lose focus and motivation.The convenience of online education allows individuals to study and work when and wherever they choose to provide. Students and Instructors should devise a schedule to ensure assignments are completed on time (Eman, 2012).
  • Feedback refers to any information that allows learners to judge the quality of their performance (Thompson & Lee, 2012).
  • Audiovisual feedback and such as screencasting does not allow the student to ask questions in the same way they would in a face-to face communication. The instructors voice reviewing the paper creates a sense of instructor availability and personal connection with the student (Thompson & Lee, 2012).The current structure for student faculty interaction in the course is email, telephone and discussion forum. Students receive feedback on written assignments through comments written in the margin of the papers. Suggest improving faculty interaction with the use of video. Although students are encouraged to submit photos in week one the introduction, it would be nice to see the students photo attached to the discussion forum to personalize the experience.
  • The course design is based on the adult education theory or androgony. This theory is based on the psychological perspective that adults are responsible for their own life, are self-directed and have life experiences that can be helpful in learning (Billings & Halstead, 2005). Knowles' theory can be stated with six assumptions, need to know, experiences, self-concept, readiness, problem-centered and personal internal motivation (Instructional Design, 2012).Learning strategies should consist of elements of different theories in addition to the adult learning theory. Behavioral learning theory, cognitive learning theory and social learning theory should also be included in learning strategies. This innovative philosophy is appropriate for teaching and learning in the online environment. Instructional designers need to match their desired learning goals and instructional methods to the appropriate learning theories and strategies. Quality online learning environments should be comprised of elements of behavioral learning theory which encompasses continuous positive reinforcement, and repetition through the discussion forum and with assignments (Johnson & Aragon, 2002). The cognitive learning theory addresses multiple senses and presents new course information in motivating ways which can connect new information to previously attained knowledge. The social learning theory encourages group interaction such as the discussion forum and enhances peer assessment and personal feedback. Adopting a synthesized theory of learning can have a synergistic result by integrating the most positive and powerful aspects of each individual learning theory into an online learning environment (Johnson & Aragon, 2002).
  • Many students are not familiar with the rule of thumb that for every hour in the classroom environment there are also an additional three study hours…this is the same for web based and online courses. Ensure students don’t spend unproductive time on the discussion board or web surfing and ensure seat time is the same for online and traditional courses.Allow students flexibility to work through the course at a faster pace with instructor approval, for things like medical reasons or the birth of child. This increases student retention and also promotes active learning (Billings & Connors 2012).
  • Students are required to use American Psychological Association writing style when posting to the discussion board and when writing assignments. This is an important part of the course and students should be able to apply the basic principles of this writing style by the end of the course.Remove APA assignments , APA Quiz, Annotated Bibliography assignment and add to discussion forum as an additional question. The APA quiz can be given in week 2 as a web trip. In unit 3 students will select three sites, book, web-site, article and complete quotations with in-text citations and references. This allows for active learning with student and instructor feedback for improvement in learning. In Unit 8 students will complete annotated bibliography from a nursing research article and post this to discussion forum.
  • The purpose of changing assignments to discussion forum is to promote active, interactive learning between students which promotes education.
  • The Professional Development Plan (PDP) is necessary for the nurse to plan professional goals, strengths and weaknesses. Propose the plan is divided into three course assignments with the final submission to be completed in week 9. This will provide the students with sufficient feedback incrementally to fully develop this essential assignment.
  • There are no suggested revisions for this assessment and outcomesBrookhart & Nitko (2008) identified five essential principles for effective assessment. They are to identify learning targets, meet the student needs, use multiple assessment techniques, assessment techniques should match the learning target and there are limitations with assessments. Analytical rubrics are used to provide meaningful and specific feedback along several dimensions (Park University, 2012). Individual rubrics are completed for each course component.

Murphy d. educational plan for professional leadership transitions Murphy d. educational plan for professional leadership transitions Presentation Transcript

  • Debra Murphy
  • Objectives Provide overview of current Provide alternative summary of educational plan for the recommendations for revisions Professional Leadership based on best practice Transitions course at Kaplan guidelines. University.
  • Outline• Best Practice Guidelines for Online Nursing Education• Curricular Principles• Learning Strategies• Instructional Methods• Assessment/Learning Outcome Strategies• Education Plan Delivery• Educational Outcomes• Summary of Revisions
  • Best Practice Guidelines Online Education
  • PromptActive Learning Feedback Best Practice in Online Nursing Education Collaboration Student Faculty with Peers Interaction
  • ACTIVE LEARNING Students engage in learning; students take responsibility for their own learning, complete assignments on time, share responsibilities for collaboration, and construct their own knowledge and meaning. Students actively participate in discussion forums. “When students perceive their experience as enjoyable, satisfying, and personally and professionally fulfilling, they tend to interact more, which results in enhanced learning” (Esani, 2010, p. 187).
  • FEEDBACK VSVEEDBACK Students seek feedback to  Screen casting allows improve learning and connectedness. instructors to provide students with in-depth Students experience feedback and/or frustration after receiving evaluation (Thompson & feedback on written assignments. Lee, 2012). Students have difficulty  Veedback allows the deciphering margin comments and fail to apply teacher to zoom in and feedback to revisions highlight portions for (Clements 2006, Nurmukhamedov & discussion while scrolling Kim 2010). through the document.
  • COLLABORATION WITH PEERS Students ask questions, discuss, and share information and resources to elicit greater understanding for all course members. Students assume responsibility for completing collaborative work assignments and working in teams (Wagner, 2003). Interactions and collaboration have two purposes: they must change learners, and they must move learners toward an action state of goal attainment (Wagner, 2003).
  • STUDENT FACULTY INTERACTION Audiovisual feedback motivates students and increases their engagement in their own learning. Holmes, Bryn and Gardner (2006) note that student motivation is multifaceted and constructive, meaningful feedback provides a motivational environment. Personalize the discussion forum by adding student and instructor photos to names. Unlike with written comments, students note that video comments improved their learning because instructors provide deeper explanations (Thompson & Lee, 2012).
  • Learning Strategies Online Education
  • Learning Strategies • Continuous • Students are positive engaged in self- reinforcement and directed learning repetition through discussion forums Androgony Behavioral Adult Learning Learning Theory Theory Cognitive Social Learning Learning Theory Theory • Addresses multiple • Encourages group senses , connects interaction such as new and the discussion previously attained forum, enhances knowledge personal feedback
  • Curricular Principles
  • Curricular Principles The baccalaureate nursing education is based on the nursing paradigm and relationship of individuals, health, environment and nursing and adult learning theory (Kaplan University, 2011). Consider adding the humanistic approach to curricular principles which focuses on affective outcomes which can helps students learn and is the focus of student- centered teaching (Billings & Halstead, 2009).
  • Instructional Methods
  • Instructional MethodsInstructional Method Revision to Instructional Method Online discussion forum Ensure students spend sufficient Web trips time in online courses. Reading articles, text book Allow students flexibility to Assignments complete work through the course at a faster pace. Based on Andragogical Theory and Blooms Taxonomy (Kaplan Time should compare to that of University, 2010). traditional classroom education, 3 hours per credit/week (Billings & Connors, 2001).
  • APA Quotations Annotated Bibliography APA CHANGESAPA Quiz Discussion forum questions for APA
  • APA Changes APA quotations assignment removed and added to discussion forum question for that week. Annotated bibliography assignment removed and added to discussion forum and focus on nursing research articles. APA quiz can be completed as a web trip.
  • Professional Development Plan Part 1 Part 2 Part 31 Unit 3 2 Unit 6 3 Unit 9Introduction Weaknesses IntroductionGoals Barriers GoalsStrengths Action Plan Strengths Weaknesses Barriers Action Plan Conclusion
  • Assessment/Learning Outcome Strategies
  • Assessment Outcomes Identify Learning Target • Registered Nurses in BSN program • Adult Students in online course Meet Student Needs • Follow the principles of adult learning Multiple Assessment Techniques • Discussion Forum • Assignments
  • Revisions to Meet the EducationalOutcomes. Revisions to the educational plan are used to enhance the student’s educational experience to advance the nursing student to become a competent and caring provider of health care. The goal of nursing education is to focus on the patient for without them there is no fulcrum of nursing practice. Education should be based on sound quantitative and qualitative research that is able to assist individuals toward maximizing health potential through the entire health continuum.
  • Overview of Revisions to Education Plan
  • Overview of Educational Plan Changes APA Add APA elements to discussion Remove APA assignments forum Feedback Change to screencast andComments on papers are written veedback Professional Development Plan Completed in 2 assignments Change to three assignments
  • Overview of Educational Plan Changes Continued Instructional Methods Students are not offered flexibility to Offer flexibility to complete assignmentscomplete course components ahead of time ahead of time to meet student needs Student Faculty Interaction Limited to emails, telephone, discussion Use audiovisual feedback forum Learning Strategies Add behavioral learning theory, cognitive Based on adult learning theory learning theory and social learning theory
  • QUESTIONS ?Thank You!Contact information:Debra Murphydebramurphys@aol.com757-202-8633
  • ReferencesAtherton, J. S. (2011). Teaching and learning. Retrieved from http://www.learningandteaching.info/teaching/about.htmBillings, D. M., & Halstead, J. A. (2009). Teaching in nursing: A guide for faculty (3rd ed.). St Louis, MO: Saunders.Billings, D. M., & Connors, H. R. (2001). Best practices in online learning. Retrieved from http://www.electronicvision.com/nln/chapter02/index.htmBradshaw, M. J., & Lowenstein, A. J. (2007). Innovative teaching strategies in nursing and related health professions (4th ed.). Sudbury, MA: Jones and BartlettBrookhart, S. M., & Nitko, A. J. (2008). Assessment and grading in classrooms. Upper Saddle River, NJ: Pearson Education.Clements, Peter. 2006. Teachers’ Feedback in Context: A Longitudinal Study of L2 Writing Classrooms. PhD diss., University of Washington. Retrieved from https://digital.lib.washington.edu/researchworks/handle/1773/9322.Emen, J. (2012). The best practices in online education | eHow.com . Retrieved from http://www.ehow.com/list_6584510_practices-online-education.html#ixzz1rGbidd13Esani, M. (2010). Moving from face-to-face to online teaching. Clinical Laboratory Science, 23(3), p. 187-190.Holes, Bryn, and John Gardner. 2006. E-Learning: Concepts and Practice. Sage Publications Ltd. ISBN 9781412911108
  • ReferencesInstructional Design. (2012). Andragony: Knowles. Retrieved from http://www.instructionaldesign.org/theories/andragogy.htmlJohnson, S. D. & Aragon, S. R. (2012). An instructional strategy framework for online learning environments. Retrieved from http://edwebsfiles.ed.uiuc.edu/hre/online/research/online_strategies.pdfKaplan University. (2012a). Accreditation, approvals, and memberships. Retrieved from https://kucampus.kaplan.edu/UniversityInfo/AboutKU/AccreditingApprovals.aspxKaplan University. (2012b). Kaplan University history and facts. Retrieved from http://online.kaplanuniversity.edu/pages/history.aspxKaplan University. (2012c). Professional Leadership Transition. Retrieved from http://www.kucourses.com/re/DotNextLaunch.asp?courseid=6507771&userid=12246235&sessionid=dc1df40f68&tabidKaplan University. (2011). Kaplan University catalog. Retrieved from https://kucampus.kaplan.edu/DocumentStore/Docs11/pdf/KU/KUCatalog2011_2012.pdfKaplan University. (2010). School of nursing mission statement. Retrieved from https://kucampus.kaplan.edu/DocumentStore/Docs10/pdf/SON/SchoolofNursing_MissionStatement.pdfNurmukhamedov, Ulugbek, & Soo Hyon Kim. (2010). “‘Would you perhaps consider …’: English Language Teachers Journal 64(3): 272-282. Retrieved from doi:10.1093/elt/ccp063
  • ReferencesOermann, M. H., & Gaberson, K. B. (2009). Evaluation and testing in nursing education (3rd ed.). New York, NY: Springer.Park University. (2012). Faculty resources quick tips: Grading rubrics. Retrieved from http://www.park.edu/cetl2/quicktips/rubrics.html#Advantages of Implementing Grading RubricsThompson, R. & Lee, M. J. (2012). Talking with students through screencasting: Experimentations with video feedback to improve student learning. Retrieved from http://jitp.commons.gc.cuny.edu/2012/talking-with-students-through- screencasting-experimentations-with-video-feedback-to-improve-student-learningWagner, E. (2003). Interactivity: From agents to outcomes. Retrieved from http://general.utpb.edu/fac/keast_d/Tunebooks/pdf/Wagner%20Article.pdf