Eileen O’Shea, DNP, RN Mary Murphy, APRN Mary Kleps

1. Engaging Students in Virtual Classroom Spaces: Using Blackboard CollaboratEfor Teaching & Learning Eileen O’Shea, DNP, RN Mary Murphy, APRN Mary Kleps

2. Pretest Survey • Please take 5 minutes to complete the following survey! Fairfield University School of Nursing

3. Objectives • Define the nontraditional learner • Apply Moore’s Transactional Distance Theory • Enhance faculty awareness of interactive technology in meeting unique needs of the nontraditional student • Experience how Blackboard Collaborate allows for real time communication between faculty and student and student-to-student. Fairfield University School of Nursing

4. Expected outcomes for session participants: • Participants will demonstrate a change in perceptions as evidenced by difference in pre and post survey, related to potential Collaborate use within their future course work. Fairfield University School of Nursing

5. Needs of the Nontraditional Student • National Center for Education Statistics: • 73% of all undergraduates • Content-laden lectures with new concepts and vocabulary delivered in few sessions • High value to students • Innovation – technology, virtual classroom, & archive of screencast Fairfield University School of Nursing

6. Moore’s Transactional Distance Theory Fairfield University School of Nursing

7. Fostering Student Collaboration Fairfield University School of Nursing

8. Video Capture & Archive • Plan & deliver complex concepts • Review high value information to learn, absorb, & retain information • All information directly from instructor • Learner hears the concept more than once • Shortly after lecture • Few days before an exam • English as second language (ESL) Fairfield University School of Nursing

9. Student Learning Outcomes Qualitative Results fromNontraditional Student Focus Group “This was the first time using something like collaborate. Real-time video/audio was very nice.” “I found collaborate to be very helpful with my learning. I was able to concentrate more and found that people didn’t go off tangent.” “Collaborate was great for people that have a long commute to Fairfield. Use more collaborate.” Fairfield University School of Nursing

10. In Class Session using Collaborate Let’s simulate an interactive Collaborate teacher/student session! Fairfield University School of Nursing

11. Communication in Pediatric Palliative Care:Preparing for Sensitive Conversations Objectives: By the end of this lesson, learners will be able to: • State 1 myth of communication • State 1 phrase to avoid when responding to a sensitive conversation related to end-of-life issues in the pediatric setting. Fairfield University School of Nursing

12. Polling • Communication is deliberate process • Words mean the same to both the speaker and listener • Nonverbal communication is the primary method of communication Fairfield University School of Nursing

13. Methods of Communication • Verbal • Nonverbal • Written • Play Fairfield University School of Nursing

14. Chat Room: Text ResponseWhat does this image mean to you? Fairfield University School of Nursing

15. Interpersonal Skills for Good Communication Encourage Conversation • Don’t anticipate what may be said; LISTEN ATTENTIVELY • Achieved by: • Gestures/Body Language: Nodding, leaning forward, eye contact, sitting being with the patient • Comments like: “Tell me more” • Open ended questions: “What does this mean to you?” • Reflection: “If I understand what you are saying, you are feeling…” Fairfield University School of Nursing

16. Interpersonal Skills for Good Communication Fairfield University School of Nursing

17. Communication Guidelines: Difficult Conversations • Helpful phrases • Phrases to avoid

18. Language ELNEC, 2012 Helpful • May I just sit here with you? • Is there anyone I can call for you? • How can I be of help? • Would you like me to talk with your other family members, or be there with you when you talk with them? Avoid • You have other children to think about. • I know how you feel. • This will make you a better/stronger person. • It was a blessing…

19. Communicating With Patient/Family Never say: • “There is nothing more we can do.” • Leads to loss of hope • Feelings of abandonment Instead say: • “We can’t cure your child, but we can provide care to make them as comfortable as possible until death.” • Provides definitive treatment plan/goal • Gives hope for quality of life/limited suffering • ELNEC, 2012 Fairfield University School of Nursing

20. White Board Expressions Fairfield University School of Nursing

21. END Session Elisabeth Kubler-Ross: • “I say to people who care for people who are dying, if you really love that person and want to help them, be with them when their end comes close. Sit with them – you don’t even have to talk. You don’t have to do anything but really be there with them.” Fairfield University School of Nursing

22. Faculty Challenges/Learning • Browsers • Collaborate Launcher • Plug-ins • Java • Student Accessibility • Mics and Speakers Fairfield University School of Nursing

23. Faculty Challenges/Learning Be Proactive! Fairfield University School of Nursing

24. Faculty Challenges/Learning Prior Planning Prevents Poor Performance! • Practice, Practice, Practice! • Use a script • Preload content • Run through the Audio Wizard • Create a practice session Fairfield University School of Nursing

25. Post test Survey Please take 5 minutes to complete the following survey! Fairfield University School of Nursing

26. References • Brotherton, J. A., & Abowd, G. D. (2004). Lessons learned from eClass: Assessing automated capture and access in the classroom. Transactions on Computer – Human interaction, 11(2), 121-155. • Copley, J. (2007). Audio and video podcasts of lectures for campus-based students: Production and evaluation of student use. Innovations in Education and Teaching International, 44(4), 387-399. • Dey, E. L., Burn, H. E., & Gerdes, D. (2009). Bringing the classroom to the web: Effects of using new technologies to capture and deliver lectures. Research in Higher Education, 50(4), 377-393. • ELNEC - Core Curriculum, in: AACN (Ed.), End-of-Life Nursing Education Consortium. AACN. (2012) • http://www.aacn.nche.edu/elnec • Fernandez, V., Simo, P., & Sallan, J. M. (2009). Podcasting: A new technological tool to facilitate good practice in higher education. Computers & Education, 53(2), 385-392. • Jones, N. & Lau, A. M. S. (2010). Blending learning: widening participation in higher education. Innovations In Education & Teaching International, 47(4), 405-416. • Moore, M. G. (1993). Theory of transactional distance. In D. Keegan (Ed.) Theoretical Principles in Distance Education. New York: Routledge. • Schuetze, H. G., & Slowey, M. (2002). Participation and exclusion: A comparative analysis of nontraditional students and lifelong learners in higher education. Higher Education, 44, 309-327.   • Soong, A. S., Chan, I. K., Cheers, C., & Hu, C. (2006). Impact of video recorded lectures among students. In L. Markauskaite, P. Goodyear, & P. Reimann (Eds.), Who’s Learning? Whose technology? (pp. 789-794). Sydney, Australia: Sydney University Press. • Veeramani, R., & Bradley, S. (2008). University of Wisconsin Madison online-learning study: Insights regarding undergraduate preference for lecture capture. Retrieved March 15, 2014 from: http://www.uwebi.org/news/uw-online-learning.pdf Fairfield University School of Nursing

27. Questions? Fairfield University School of Nursing

28. Fairfield University School of Nursing

29. Contact Information Eileen R. O’Shea, DNP, RN-Associate Professor eoshea@fairfield.edu Mary Murphy, APRN-Assistant Professor mmurphy@fairfield.edu Mary Kleps-Instructional Support Specialist mkleps@fairfield.edu Fairfield University School of Nursing