![References/ Bibliography Billings, D.M. (1999). Program assessment and distance education in nursing. Journal of Nursing Education , [Electronic version]. 38(7), 292-293. Retrieved on August 23, 2008 from Proquest Database. Holloway, K., & Wilkinson, J. (2002). The experience of an online learning environment: Undergraduate nursing students and faculty perspectives. Unpublished Research Report, Porirua: Whitireia Community Polytechnic. Nursing Council of New Zealand (2007) Competencies for Registered Nurses, Wellington: author. Nursing Council of New Zealand (200) Cultural Safety, Treaty of Waitangi and Maori Health Guidelines., Wellington: author. Otago Polytechnic (2007) Otago Polytechnic Charter: author. Otago Polytechnic (2008) BN207 Contemporary Issues in Maori health course outline: author. Wijekumar, K. (2005). Creating effective web-based learning environment: Relevant research and practice. Innovate, 1(5).](https://image.slidesharecdn.com/implementation-plan-1227136723052006-8/85/CCEL-Implementation-Plan-16-320.jpg)
CCEL Implementation Plan
- 1. Creating Course to Enhance Learning Assignment 6 Implementation Plan Mereana Rapata-Hanning School of Nursing Otago Polytechnic
- 2. Background /Context Currently I co ordinate a Compulsory course in Year 2 of Bachelor of Nursing programme (Level 6) titled “Contemporary Issues in Maori Health” 90 -100 students enrolled Tutorial size 15-20 students 30hrs lectures/ 18 hrs tutorial allocated Course Aims: “ to provide students with an understanding of contemporary Maori health issues in Aotearoa New Zealand and how these influence the delivery of nursing services. It also intends to prepare them for culturally safe nursing practice”
- 3. Background /Context. My focus for this CCEL has been to develop a range of online learning resources to compliment the existing learning. Current delivery methods are: Learner engagement limited to lecture and tutorials sessions. Assessment – written course assignment submitted in hard copy & group presentation Course Resources Course on student file – provided students with access to all lecture, tutorial materials, document but access limited to on campus settings
- 4. Learner Analysis the demographic of this group is female, come directly to the programme as either school leavers or after one year of university study. pre entry criteria for the course is such that it is anticipated that they have the necessary academic skills to cope with the course requirements. The learner diversity is considerable. Gender, Ethnicity, Migrant experience, Socio economic status, learning styles and academic capabilities.
- 5. Theoretical underpinnings Constructivist Theory (Piaget/Vygotsky) underpins the proposed changes being made in this course Learner context: humans construct knowledge and meaning from their experiences. responsibility of learning should reside increasingly with the learner Teachers context instructors have to adapt to the role of facilitators and not teachers a facilitator provides guidelines and creates the environment for the learner to arrive at his or her own conclusions
- 6. Objectives To develop a range of online learning centred resources to compliment existing learning opportunities To increase accessibility of course content for current and potential students. To improve flexibility of course delivery
- 7. In order for web-based assets to work, they need to be designed well and used as intended (Wijekumar, 2005).
- 8. Proposed Course Design changes Information Formats Moodle site Course Genie Communication strategies Discussion board –Social networking Elluminate Assessment Self assessment via Quizzes and worksheet Course Assessment - Turn it In / Digital drop box for assignments
- 9. Steps required to achieve these objectives Gain approval from Head of School to advance this work. Negotiate time release and ongoing professional development commitment for myself in 2009 Consult with other educators who are delivering similar course as to what online resources are being utilised. Gain access to these if possible Identify current teaching/learning resources within BN 207 course which can be develop for use in an online medium Develop competency and knowledge with digital programmes such as Moodle, Elluminate, Course Genie / EXE Prepare resources and test drive design prior to implementation Evaluate the effectiveness of the changes
- 10. Timeline November 2009 Negotiate with Head of School to follow through with plan in 2009 – workload and professional development needs. Establish Moodle site Complete Grad Cert Tertiary Teaching Qualification “ Stock take” all teaching and learning resources currently used in BN 207 course. Approach other educators teaching similar content at New Zealand Schools of Nursing particularly North Tec (Whangarei)
- 11. Timeline December 2009 Gain skills in Course Genie/EXE programme Trial run two resources in Moodle programme 2009 BN 207 Course Outline Introductory Video of myself as Course Co ordinator January /February 2009 Continue development of Course Resources Gain confidence with Elluminate facilitation - Trial run with academic colleagues in School of Nursing/EDC.
- 12. March 2009 All resources developed and ready for action Lecture will be allocated for demonstration of Moodle access for students to be familiar with the course aims/changes. July and November 2009 Evaluation processes to gain feedback from students.
- 13. Examples of Resources which will be developed. Lecture PowerPoint with Audio recordings to be posted onto Moodle site Interactive cultural safety self reflection activities (sourced via Canadian on line Cultural safety module) Elluminate – for guest speaker interviews Mp3 Recordings of Qualitative Narratives from published research of Maori patients experiences of nursing /health service delivery. Eg: Maori consumers experiences of Mental health settings – Mental Health Commission. To be recorded by a range of volunteers who will read narratives. (These people have already been source from within my whanau!)
- 14. How can you be sure that this plan will satisfy the needs of the learners and the other stakeholders? Evaluation processes will be the key indicator as to whether the proposed plan will meet the needs of the learners Details are available on my Blackboard posting and on my blog Stakeholders feedback will be achieved by PEAC processes within the School of Nursing, Otago Polytechnic processes Other relevant factors are associated with Otago Polytechnic Strategic Directions in regards to flexible learning delivery. This project is consistent with the overall strategic direction for our organisation. It provides the learner with flexibility and access which is not currently being offered.
- 15. Feedback …comments… Appreciated! Either via this blackboard site or my weblog. http://mereanasmusings.blogspot.com/
- 16. References/ Bibliography Billings, D.M. (1999). Program assessment and distance education in nursing. Journal of Nursing Education , [Electronic version]. 38(7), 292-293. Retrieved on August 23, 2008 from Proquest Database. Holloway, K., & Wilkinson, J. (2002). The experience of an online learning environment: Undergraduate nursing students and faculty perspectives. Unpublished Research Report, Porirua: Whitireia Community Polytechnic. Nursing Council of New Zealand (2007) Competencies for Registered Nurses, Wellington: author. Nursing Council of New Zealand (200) Cultural Safety, Treaty of Waitangi and Maori Health Guidelines., Wellington: author. Otago Polytechnic (2007) Otago Polytechnic Charter: author. Otago Polytechnic (2008) BN207 Contemporary Issues in Maori health course outline: author. Wijekumar, K. (2005). Creating effective web-based learning environment: Relevant research and practice. Innovate, 1(5).