Online Learning- A Joint Venture

1. Online Learning- A Joint Venture Anthony Gamboa Harry S. Truman CollegeInformation Technology Coordinator Catherine Gierman-Riblon Triton College Associate Dean of Health Careers Kimberly Mau Kankakee Community College Director of Nursing

2. The Current State of Nursing Education • The Nursing Shortage • According to the U.S. Bureau of Labor and Statistics published in the February 2004 Monthly Labor Review, more than one million new and replacement nurses will be needed by the year 2012. • Registered Nursing has been identified as the top occupation in terms of growth through the year 2012.

3. According to November/December 2003 issue of Health Affairs, the number of people enrolled in nursing programs would have to increase at least 40% annually to replace those expected to leave the workforce through retirement. • According to the American Association of Colleges of Nursing 2004-2005 report, US nursing schools turned away 32,797 qualified applicants to nursing programs.

4. Why can’t we simply increase the number of nursing students??

5. Reasons for Turning Away Qualified Students • Faculty Vacancies • In July 2004, the national nurse faculty vacancy rate was 8.1%, which translates to approximately 2.9 faculty vacancies per school. • Lack of classroom space • Decreasing number of clinical sites • Industry Salaries vs. Faculty Salaries- According to the 2003 National Salary Survey of Nurse Practitioners in Advance magazine, master’s prepared nurses working in an emergency department was $80,000. In contrast, the new nursing faculty instructor makes an average of $35,000- $40,000.

6. The Benefits of Using Online Courses to Meet Educational Demand Online/hybrid courses provide flexibility • Time • Place • Life demands Online/hybrid courses decrease demand for classroom space.

7. Online/hybrid courses help prepare community college students for higher degree work which often incorporates online technology. Online/hybrid courses can increase the communication for students who otherwise might not speak up in class.

8. Online/hybrid courses encourage student responsibility and initiative Online/hybrid courses can increase collaboration between hospitals and schools The competition is doing it!

9. The Origin of the Grant • A quest to find solutions to the nursing and health professions shortages within the Northeast Region • Non-competitive WIA Healthcare Program Innovation Grant, DCEO, coordinated and monitored by ICCB • Three colleges with nursing programs and interest in addressing the shortages

10. The Goal of The Grant • Expand program capacity to produce more RN graduates and expand access for adult, working students including incumbent workers in healthcare facilities utilizing online/hybrid nursing courses.

11. What the Grant Provided • Faculty compensation, release and benefits • Consultants if needed • Meeting and training expenses • Personnel costs for project manager and IT • Capital/Non-capital equipment and software • Materials and supplies for content development

12. How The Process Evolved • Truman College assumed the lead role and managed the technology of the project • Triton College and Kankakee Community College were participating partners as well • Each college had varying needs, abilities, and campus and community resources. • Each college developed and negotiated their own budget

13. How The Process Evolved • Each college determined their own scope of work which was approved by ICCB. • Each college enlisted two - four faculty members to participate in the project • Planning meetings were held in Fall 2004 during which the faculty discussed their individual curriculum structures and interests, and determined which school would develop what content, as well as the module structure.

14. How The Process Evolved • The technology staff of the three colleges maintained communication to meet technology needs such format and determining a common labeling system for modules. • Each school developed their content which was ultimately loaded to a shared X-drive server that Truman manages and all three schools can access.

15. Technology- Understanding the Needs • Faculty • Delivering course content online. • Reuse/Rebuild existing materials such animations, interactive games, videos and other medias (with consent of publishers/authors). • Use the current content management system with another system that would handle video streaming. • Existence of different CMS systems and their incompatibility.

16. Technology- Understanding the Needs • Students • May lack the appropriate technology at home to view hybrid nursing courses’ content. • May lack technological knowledge to navigate and/or view the courses’ content. • Various online sites to remember.

17. Available Resources • Content Management Systems • Truman College • Blackboard • Triton and Kankakee • Web CT • Both Content Management Systems used by faculty members to record grades, post course e-electronic material, discussion boards, electronic submissions, etc.

18. Addressing the Needs • Faculty • Post digital videos on certain nursing topics. • Create re-usable xml driven interactive games • Research and organize a shared space wherein all faculty members only (from all campuses) could upload and download course prepared materials for different modules, (The X-Drive). • Develop a database driven website as a portal • Facilitate a workshop for faculty members

19. Students • A main website developed to contain many resources in one place. • Technical support available for hybrid nursing students over email.

20. Technology Structure HTML PAGE See media link Streaming Media[from the student area] Faculty Space[Restricted Space] [This area contains the shared resources by/for faculty members from Triton, Truman, and Kankakee] Student Space [This area contains the media files that faculty members will use for they hybrid courses] Blackboard/Web CT This are is used currently for: - Gradebook- Online Discussions- Document Postings- Announcements- Digital Submissions Accepted File Formats for Sharing RTF, DOC, PDF, PPP, FLV, SWF, GIF, JPEG, AVI, MPEG, WAV, MP3, WMV.

21. Solutions to a Central Repository • The X-Drive • All faculty members involved in the project to share their electronic materials online. • Easy accessible without compromising other faculty members’ work. • Web as well as windows accessibility. • Search capabilities • Space capacity.

22. Solution to a Portal

23. Solutions to a Central Repository

24. Conclusion • All systems (current and new) are able to coexists and provides an easy user interface. • Selected students were prepared to take the class with good knowledge in technology. • Faculty members were also prepared to handle new additional technological implementations. • A portal for all faculty and students as gateway to other resources. • A central repository for all faculty members only to share their course modules with other members.

25. KCC Contributions • Evaluation of opportunities for Online courses within the department: • Three faculty members involved in content creation in conjunction with the Director of Instructional Technology and Alternative Delivery • Plans made for integration of online material into Practical Nursing program, Transition LPN-RN program, Registered Nurse Program.

26. KCC Contributions • Content Modules created: • Nursing Process • End of Life Care • Gerontology • Psychiatric Nursing • Cardiac Arrhythmias • Pharmacology

27. KCC Contributions • Content Modules included: • Powerpoint presentations with printable slides and Powerpoint Producer created for each module. • Discussion boards • Quizzes and Examinations in Respondus • Video clips of nursing assessments and patient care • Games and activities

28. KCC Contributions • Created content modules were utilized in the Summer and Fall of 2005 at KCC in four RN courses, one LPN course and the Transition program. Use of the grant funding allowed these courses to become hybrid courses by the college’s definition, creating more flexibility for the student and meeting the demand to integrate more technology into the curriculum.

29. KCC Contributions • Equipment purchased by the grant included: • Laptops for the department, equipped with Powerpoint Producer and Respondus • Adobe Acrobat and Macromedia software • Digital camera • Apple G5 for Video editing • CD and DVDs for the creation of • Wireless Access point and Router • DVD produced with videos for purchase at LULU

30. Truman College’s Contribution • Course development team established which consisted of: • Nursing faculty • Instructional Technology designers • Information Technology support • Administrator

31. Truman College’s Contribution • Needs for exploring similar programs • A site visit to Broward Community College in Florida guided the course development team (400 online nursing students ) • A site visit to Rio Salado in Arizona helped the faculty members get a better idea about their hybrid nursing program (nationally 300 students with 3 FT faculty, NLNAC accredited to run distance education program in IL, adjuncts from local clinicals)

32. Truman College’s Contribution Equipment needs were determined: • Purchased laptops, software, scanner, printer, video camera, still camera, and a projector using grant funds • Purchased server space for all faculty to share their final materials • Allocated an office space for team members to develop and test content for the hybrid course

33. Truman College’s Contribution • Nursing faculty worked with instructional technology team to develop content • Nursing faculty engaged in training • Modules were created for nursing academics • Complete online course created for NUR101 Fundamentals of Nursing

34. Truman College’s Contribution • Teaching scenarios videos were uploaded • Fundamentals of Nursing was offered in the Fall 2006 to 27 students. Five students with tuition, fees and uniforms covered by the Hospital partner

35. Triton College’s Contribution • Course development team established which consisted of: • Nursing faculty • Instructional designers • Technology staff • Arts & Sciences faculty with online expertise as mentors • Administrator

36. Triton College’s Contribution • Content created: • Management for PNs • Nursing decision making • Critical thinking content • Management for RNs • Nursing trends • Nursing academics • Videos : professionals in practice; teaching scenarios

37. Triton College’s Contribution Equipment needs were determined: • Established a resource office with computers, software, scanner, video camera, still camera using grant funds • Purchased faster server with greater capacity to handle increased content and use of streaming video as well as increased student and faculty demand for access

38. Triton College’s Contribution • Nursing faculty engaged in training • Nursing faculty worked with the design team and mentors to develop content • Modules were created which contained PPT, online discussions, discussion board topics, reinforcement activities. • Complete online course created for NUR190 Preparation for the Practical Nursing Role

39. Triton College’s Contribution • Practicing nurses were interviewed at their place of employment and video was dropped into the course. • Teaching scenarios were also created and videotaped on related topics • NUR190 was offered in the Summer 2005 to 29 students with tuition and fees covered by the grant. Students participated in formative an summative evaluations of the course.

40. Over 200 students in three different colleges are experiencing a hybrid nursing course. Hospitals that participate can help share the burden of sustaining nursing programs. Faculty are inspired to create more courses. Retention issues related to online courses in general. Creation of online content requires additional time, technical support and financial support for faculty who are often already over-extended. Benefits and Challenges

41. Can expand capacity beyond that of the traditional program model There was collaboration between three schools that otherwise would not have occurred. Aids students who have time constraints. Common vocabulary Facilitating communication Need to be flexible during development Some content may not be appropriate Does the school have enough space in their platform? Benefits and Challenges

42. The design team concept fosters collaboration with faculty from other disciplines that otherwise might not have occurred Benefits and Challenges

43. QUESTIONS????