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Strategies for Evaluation of Online Graduate Nursing Programs

Strategies for Evaluation of Online Graduate Nursing Programs. Melissa D. Avery, CNM, PhD, FACNM Catherine Juve PhD, MSPH, CNP University of Minnesota, School of Nursing. T echnology E nhanced L earning I n G raduate N ursing. TELIGN Overview. Five major goals over 3 years

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Strategies for Evaluation of Online Graduate Nursing Programs

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  1. Strategies for Evaluation of Online Graduate Nursing Programs Melissa D. Avery, CNM, PhD, FACNM Catherine Juve PhD, MSPH, CNP University of Minnesota, School of Nursing

  2. Technology Enhanced Learning In Graduate Nursing

  3. TELIGN Overview • Five major goals over 3 years • Main goal is conversion to online courses • Three graduate specialty areas • Model is at least twice per semester on campus • Promote communication

  4. Conceptual Basis • Student centered learning • Student to student interaction • Student to faculty interaction • Development of critical thinking skills • Community of scholars • Equality of services/resources

  5. Evaluation Strategies • Baseline student survey • Baseline faculty survey • End of course evaluations • Focus groups • Learning styles

  6. Faculty & Student ExpectationsAmount of Time Involved p=.011

  7. Faculty & Student ExpectationsDegree of Convenience p=.010

  8. Faculty & Student ExpectationsInteraction with Other p=.002

  9. Faculty & Student ExpectationsWorkload Involved with Web Course p=.001

  10. Faculty Concerns

  11. Student Concerns

  12. Student Concerns

  13. Student Concerns

  14. Faculty & Student ConcernsTime to Learn Technology p=.833

  15. Faculty & Student ConcernsDecreased Student Learning / Not Learning as Much p=.039

  16. Faculty Advantages

  17. Faculty Advantages

  18. Student Advantages

  19. Faculty & Student AdvantagesIncreased Student Participation / Increased Ability to participate in Discussions p=.201

  20. Baseline correlations with faculty web experience • Web experience correlated with • Expectation of more time involved • Perception web teaching not efficient • Expectation of more interaction with students • (trend, p = .065)

  21. Baseline correlations with student web experience • Web experience correlated with perception of • Flexibility is an advantage • Enhanced participation in discussions • Ease of access to array of resources • Improved technical skills • Improved interaction with faculty • Improved interaction with other students

  22. Correlations with student age • Older students less concerned about not learning as much as in face-to-face • No correlation between age and concern about time to learn technology

  23. End of semester survey • Five courses • 3 semesters • Total N=131 student surveys • Some students took more than one course

  24. End of semester highlights • Positives • Convenient, flexible • Tech support, connection to site • Learned as much as f-2-f • Working with other students, discussions • Negatives • More time • Interaction with faculty (just over half)

  25. Student focus group highlights • Overall positive responses • Appreciated not driving, parking, etc. • Problems were primarily technical issues • Need for “orientation” information in advance • Creating web presentations more difficult, different levels of student expertise • Need small groups for discussion questions • Feeling of need to log on constantly

  26. Faculty focus group highlights • Positives • Students learn more, better interaction • Flexibility for faculty & students • Negatives • Technical problems • Student need for connection • Motivating those participating less

  27. Faculty focus group highlights • Advice to other faculty • Faculty support each other • Co-teach if possible • Share wisdom among faculty • Insight • Faculty time increased per student per credit compared to f-2-f because of time given to each individual student

  28. Learning styles • Explored use of Long-Dziuban Reactive Behavior Protocol • Minimal data with new incoming cohort • Majority same type (AD) • Possibility to use for guiding students in online learning? • Plans to examine other tools

  29. AI (Aggressive Independent) Highly energized & action oriented Little need for approval; unconcerned with who they please Puts thinking into immediate action Very frank, speaks out freely Has no problem confronting people PI (Passive Independent) Lower energy level Little need for approval; unconcerned with pleasing others Independent and strong-willed Sometimes non-communicative Prefers to work alone May resist pressure from authority Independent thinker AD (Aggressive Dependent) Highly energized and productive Strongly motivated by approval Sensitive to the wishes of others Translates energies into constructive tasks Deeply values close bonds w/ others Some difficulty dealing with direct confrontation Highly idealistic, sets lofty goals for selves Fosters harmonious relationships PD (Passive Dependent) Lower energy level Needs approval-concerned with pleasing others Rarely shows anger or resentment Very sensitive to feelings of others Very compliant and loyal Forms strong attachments Gives and thrives on affection Description of Behavior Types

  30. 1 (Phobic) Thinks of all possibilities and contingencies before venturing into activities “What if…” person May see the negative side of things Unwilling to take risks 2 (Compulsive) Highly organized & methodical Strongly motivated to finish tasks Perfectionistic Tends to form habits Extremely diligent in work habits May be mildly ritualistic 3 (Impulsive) Sometimes explosive & quick-tempered Sharp tongued Very frank May act without thinking 4 (Hysteric) Dramatic May have wide mood swings May overreact in some situations Can have emotional outbursts Creative thinker (rich imagination) Artistically inclined Devalues routine work Description of Behavior Traits

  31. Distribution of Types and Traits18 students (July 2001)

  32. Programatic Outcomes • GPA • Pass rate on national certification exams • Critical thinking (pre-post) • Professional socialization (pre-post) • Graduate satisfaction – 1 year out • Employer satisfaction – 1 year out

  33. Summary • Student and faculty expectations differ • Students expect less work • Faculty concerned with more work • Some student baseline concerns not reflected in post course evaluations

  34. Implications • Use data to provide information to faculty and students up front • Foster realistic workload expectations

  35. Implications • Help faculty and students organize and anticipate demands • Find ways to foster interaction among students & faculty

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