ED TECH 512 Design Document

EDTECH 512 Design Document
Name: Tara Peters

Basic Clinical Nursing Skills

Problem Analysis
What problem are you trying to address?
Students are not receiving enough instruction, guided skills practice and independent skills
practice prior to attending clinicals in order to provide safe direct patient care appropriate to their
skill level. Students need more guided practice time, more open lab practice time and the
opportunity to review content and procedures as often as necessary for them to gain
understanding and increase confidence.

What are the symptoms of the problem?
Students are not performing their basic nursing skills as well as they should once they have
completed skills lab and have moved to direct patient care in clinicals. In addition, students
exhibit signs of lack of preparation and/or confidence such as being unwilling or unable to
perform basic skills without direct support from their instructor even when they have performed
the skill previously in lab or clinicals.

What is the root cause of the problem?
The root causes are:
1. Limited instruction time. Currently, students have the opportunity to see the instructor
perform a skill properly once or twice in their weekly 4-hour skills lab class.
2. Limited guided practice time. The students do not have enough opportunity to review
skills with an instructor.
3. Limited individual practice time. Students do not have access to an open lab for
individual or group practice at this time.
4. Inadequate formative assessment due to the lack of instructor guided practice during the
week plus the emphasis on summative rather than formative assessment.

Is instruction an appropriate solution for the problem?
Yes. Students need more instruction and guided practice in order to master basic skills
competencies and to gain experience and confidence. Optimally, students should be able review
online instruction as needed and receive formative feedback through informal guided instruction
during open labs. Students state that they are afraid to make mistakes and are therefore reluctant
to attempt newly learned skills at clinicals with their instructors present.

By offering a blended WBI course students will be able to view videos of skills being performed
properly and view lectures as often as needed prior to attending skills lab. Instructors will be able
to engage students in more critical thinking exercises in skills lab and will be able to provide
more formative feedback. This, along with the formative feedback students will receive in
guided lab practice will not only help them to learn and begin to synthesize the skills, content
and concepts being taught in this and other nursing classes, but they will become accustomed to
receiving feedback that is intended to help them improve. Mistakes are not penalized and
students are allowed to concentrate on learning rather than on trying to avoid points-deductions.
Again, students can return to the online materials to review any skills, content or concepts that
need reinforcement.

Is web-based instruction an appropriate solution for the problem?
WBI is appropriate in this case because instructors simply do not have enough time to go over
each skill in detail and answer all of the inevitable questions that arise in class and provide
students with adequate guided practice time. By moving portions of the class online, students can
listen to lectures and view skills demonstrations as many times as they like prior to coming to
skills lab and they can practice step-by-step along with the video at home if desired. The limited
available class time can be spent on helping students integrate new knowledge and skills as they
learn how to apply their knowledge and critical thinking skills to patient care involving the
learned skills.

What is your instructional goal?
The instructional goal is to provide students with the content, concepts and skills that will enable
them to safely provide basic, direct patient care utilizing the basic clinical skills learned in skills
lab, within the scope of practice for a first-semester nursing student.

Organizational Infrastructure
Resources - We have one small three-bed lab and we have the necessary equipment and
supplies. First and second semester students must alternate using the lab, though the nursing
department can shar the CNA lab if it is not in use.
Organizational culture - Our college is a small applied technology college, and most of
the administrators are SMEs in various fields and have been with the school for years and have
been promoted to administrative positions over time.
Ownership of WBI materials - I will own the materials I create for this class because I
will create the entire course on my own outside of my normal work schedule. This class contains
no proprietary information or methods except the design which is mine alone. The content is
standard and freely available in various formats such as online, blogs, webpages, textbooks,
research articles and so forth which is why I chose this class for this project and for hybrid
learning accreditation. Therefore, I have no problem whatsoever allowing the school to use my
work for this project for the nursing program or the accreditation.
Tech staff support - We have tech support, and there are 3 IT people who provide
service to multiple locations around the county. Therefore, we will attempt to utilize Canvas, the
LMS chosen by the larger organization, the practical limitations of money and manpower may or
maynot have an impact on our ability to obtain support in a timely manner. If Canvas does not
work as it should I will simply put the course on my personal website.
Admin support - The administration has decided that it wants to be approved for
hybrid/blended learning by the schools accreditation agency and so had decided that all
programs would include a 30-90 hour workplace readiness course and part of each programs
curriculum. I declined on the grounds that I did not have 30-90 hours of content that I could
afford to cut from my 900 hour program without potentially having an accreditation issue with
our accrediting agency, ACEN. Therefore, I volunteered to develop our own hybrid class that the
nursing program could then use that would also allow MATC to use to get the entire health
services program approved for hybrid classes. If nursing is approved, all others are automatically
approved (update: approved). The workplace readiness course will be made available to our
students as an optional offering independent of PN Program requirements.

Allocation and competencies of personnel
The skills lab instructor has her MSN, 20 years nursing experience in various settings, was a
nursing program director and is a PhD candidate in curriculum and instruction now. One
instructor quit two weeks before classes started and another quit 3 weeks into the semester, so we
now have 2 FT instructors and me, the Program Director. While we are all experienced and
appropriately educated for our positions, we are seriously understaffed and this strains the
abilities of us all to both design, implement and evaluate the program.

Learner location and technology
Our students will be at the school for skills lab instruction. They can practice skills during open
lab, or they can practice most skills at home as long as they have their lab kit with them. Students
can view the online material in the schools computer lab or from any location where they have
internet access. All students are within commuting distance of the school.

Most students have basic computer skills and can access the internet and view online videos,
send email and use the Canvas LMS. Students who cannot can ask for and receive assistance
from the staff, but this issue is rare. Both Canvas and the content will be web-based and no
downloads are required so any browser will enable students to access content and the LMS.
Students who do not have a computer at home can use the computer lab at MATC or they can
use the Google Chromebooks provided by the nursing program. I provide all tech support for the
Chromebooks and I am generally available to the students before and after classes 5 days per
week.

Learner Analysis
General Characteristics
The class is made up of adult learners between the ages of 18-54, and these students come from a
variety of backgrounds. The vast majority of these students intend to go on to an LPN to RN
completion program and work as an RN, though many will work as LPNs in the interim.

Motivations
Our nursing students, like all nursing students, are highly motivated to succeed and can,
therefore, create a great deal of stress for themselves. In turn, the pressure to succeed interferes
with their learning because they can be more focused on avoiding mistakes and acquiring points
rather than knowledge. Part of the challenge with these students is to redirect their high level of
motivation toward learning rather than points and grade acquisition solely.

Prior Knowledge
All students are high school graduates who have fulfilled specific prerequisites such as Anatomy,
Physiology, Microbiology, Human Growth and Development and Psychology, among others.
Many hold previous 2 or 4 year degrees in other or related fields. All students are Certified
Nursing Assistants and have worked in that capacity for a year or more prior to applying to this
program.

Communication Skills
All students must be able to speak, understand, read and write English well enough to be
understood by colleagues and patients and to be able to understand them. In addition, their
writing skills must be good enough for students to be able to convey information in writing in the
form of charting or other written documentation.

Technical Skills
Students must be able to navigate the internet, open, read and send email, and access content
online and/or through the schools LMS, Canvas. If students are not able to meet these minimum
requirements help will be provided or an alternate method of information delivery may be
appropriate, though this option has yet to be implemented.

Abilities and Disabilities
Students must be able to carry out all the essential duties of a nurse including hearing, seeing,
lifting and being on ones feet for extended periods. While ADA accommodations may be given
in some circumstances, not all requests to accommodate can be reasonably met due to patient
safety considerations. If students cannot complete their clinical assignments unimpeded, they
will not be able to successfully complete the program.

Other Learner Characteristics
Most students are adults who work and have family obligations. These outside demands on their
time can add to their stress levels to the point of interfering with their learning. As such, we
continually look for ways to reduce stress while still providing a quality educational experience
to the students.

Relevant Standards
We do not have any specific standards to meet, but our students compete with the graduates of
other nursing schools. Therefore, we seek input from our community partners regarding our
students performance on the job and how we might improve their nursing skills.
Our accreditation body, ACEN, has standards the program must meet but these are not specific
educational standards. Rather, the standards the nursing program must meet are broad and do not
dictate particular educational levels the students must achieve in order to graduate or for the
program to maintain its accreditation, though students must pass the NCLEX-PN exam in order
to be licensed, and our pass rate must be at or above national standards.

Learning Task Map

Task Objective Assessment Blueprint (TOAB)
Learning Task Item &
Number
Objective Outcome Level Assessment Item
Provide Safe, Direct
Patient Care

Cognitive Strategy;
Motor Skills; Intellectual
skills: Higher order
rules, problem solving,
concrete concepts,
defined concepts

1.0 Perform Clinical
Skills

Motor skills; Intellectual
skills: higher order rules,
concrete concepts,
defined concepts,
problem solving

1.1.1 Maintain sterility Student will be able to
discuss at least 4 ways to
maintain glove and field
sterility.
Intellectual skills:
problem solving
Guided group
discussions
Objective assessment
1.1.2 Problem-solve
contaminated
gloves
Student will be able to
describe at least 3
appropriate actions to
take if sterile gloves
become damaged or
contaminated.
problem solving
Guided group
discussions
1.1 Don sterile gloves
demonstrate the proper
method for donning and
removing sterile gloves
with 100% accuracy on
all critical skill elements.
defined concepts
Skill performance
1.2.1 Site selection Student will be able to
discuss 2 primary
considerations when
selecting a site for blood
glucose sampling.
problem solving,
discrimination
Guided group
discussions
1.2 Check patients
blood sugar
method for testing a
patients blood glucose
level with 100% accuracy
on all critical skill
problem solving
Skill performance
elements.
1.3.1 Evidence-based best
practices
identify 3 best evidence-
based practices for Foley
catheter use.
discrimination, attitudes
Online discussion board
1.3.2 Cost of infections
due to Foley catheter use
discuss at least 3 costs of
infections due to Foley
catheters.
attitudes, problem
solving
1.3 Insert Foley
catheter
method of inserting and
removing a Foley
catheter with no breaks in
sterile technique and
100% accuracy on all
critical skill elements.
skills: problem solving,
higher order rules
Skill performance
1.4.1 Change in condition Student will be able to
explain the appropriate
interventions for 3
possible changes in a
patients condition.
discrimination, problem
solving
Guided group
discussions
In lab patient scenarios
1.4 Perform basic
physical assessment
perform a complete, basic
physical assessment on
an adult patient with
critical skills elements.
discrimination
Skill performance
1.5.1 Six rights Student will be able to
explain the six rights of
medication
administration and their
relevance to patient
safety with at least 90%
accuracy.
attitudes, higher order
rules
Guided group
discussions
1.5.2 Three checks Student will be able to
explain the three
medication checks in
medication
administration and their
relevance to patient
safety with at least 90%
attitudes, higher order
rules
Guided group
discussions
accuracy.
1.5.3 Med error prevention Student will be able to
discuss the impact of
medication errors on both
individuals and society
by providing at least 2
examples of preventable
medication errors and the
results of those errors.
attitudes, cognitive
strategies, discrimination
Guided group
discussions
1.5 Administer oral
medications
correctly perform an oral
medication pass with
skill critical elements.
problem solving
Skills performance
1.6.1.1 Site
selection
Student will demonstrate
ability to select
appropriate injection site,
considering patient,
medication and volume to
be injected with 100%
accuracy on all critical
skill elements.
problem solving,
discrimination
Skills performance
1.6.1.2 Select
supplies and
equipment
ability to select
appropriate needle and
syringe for the injection
ordered.
problem-solving,
discrimination
Skills performance
1.6.1 Transdermal
injections
ability to perform a
transdermal injection on a
mannequin or a live
patient with 100%
skill elements.
skills: higher order rules
Skills performance
1.6.2.1 Site
selection
ability to select
appropriate injection site
with 100% accuracy on
all critical skill elements.
problem solving,
discrimination
S Skills performance
1.6.2.2 Select
supplies and
equipment
ability to select
problem-solving,
discrimination
Skills performance
ordered with 100%
skill elements.
1.6.2 Subcutaneous
injections
ability to perform a
subcutaneous injection on
a mannequin or a live
patient with 100%
skill elements.
problem solving
Skills performance
1.6.3.1 Site selection Student will demonstrate
ability to select
appropriate injection site,
considering patient,
medication and volume to
be injected with 100%
skill elements.
problem solving,
discrimination
Skills performance
1.6.3.2 Select
supplies and
equipment
ability to select
ordered with 100%
skill elements.
problem-solving,
discrimination
Skills performance
1.6.3.3 Z-track method Student will verbalize
understanding of how and
when to perform an
intramuscular injection
by the Z-track method
with at least 90%
elements of the skill.
problem-solving,
discrimination
1.6.3 Intramuscular
injections
ability to perform an
intramuscular injection
on a mannequin with
critical skill elements.
discrimination
Skills performance
1.6 Administer
medications by
ability to perform
medication
problem solving,
Skills performance
injection
administration by
injection with 100%
skill elements.
discrimination
2.0 Apply Safety
Principles to Direct
Patient care

Intellectual skills: higher
order rules, concrete
concepts, problem
solving, attitudes

2.1.1 Hand washing Student will discuss at
least 3 reasons hand-
washing is vital in the
prevention of the spread
of infections to both the
nurse and the patient.
attitudes, defined
concepts, cognitive
strategies
Guided group
discussions
2.1.2 Vectors Student will identify at
least 3 common vectors
in the clinical setting and
how the spread of
infection via vectors can
be reduced.
attitudes, defined
concepts, cognitive
strategies
Guided group
discussions
2.1.3 Cost of infections Student will be able to
discuss the impact of
hospital acquired
infections on both
individuals and society
by providing at least 2
examples of preventable
infections and the results
of those infections.
strategies, discrimination
Guided group
discussions
2.1 Infection control
understanding of the
importance of infection
control by exhibiting
evidence-based best
practices to reduce the
spread of infections while
performing all skills in
the lab at least 90% of the
time.
order rules, cognitive
strategies, problem
solving, attitudes
Skills performance
2.2.1 Physical
impairments
Student will give at least
3 examples of the impact
a patients physical
condition or impairment
attitudes, discrimination,
problem solving,
cognitive strategies
can have on patient
safety, and the
appropriate nursing
actions to take to
minimize risk.
2.2.2 Developmental
considerations
a patients developmental
stage can have on patient
safety, and the
appropriate nursing
actions to take to
minimize risk.
discrimination, attitudes,
problem solving,
2.2.3 Level of
consciousness
a patients level of
consciousness can have
on patient safety, and the
appropriate nursing
actions to take to
minimize risk.
discrimination, attitudes,
problem solving,
2.2 Prevent falls
Student will complete a
falls risk form for a
provided patient case in
lab with at least 80%
accuracy.
cognitive strategies,
discrimination; Motor
skills
Falls risk form
completion
In lab patient scenario
2.3.1 Labs Student will begin to
apply knowledge of
laboratory values to
identify changes in
patient condition, with
guidance.
problem solving,
discrimination
Guided discussions
2.3.2 Level of
Consciousness
Student will discuss how
to identify changes in a
patients level of
consciousness and
appropriate steps to take
to ensure patient well-
being, with guidance.
problem solving,
discrimination
2.3 Identify and report
changes in condition
Student will identify
appropriate steps to take
to ensure patient well-
being when changes in
order rules, cognitive
strategies, problem
solving, discrimination
Objective exam
patient condition occur.
2.4.1 Condition Student will give at least
2 examples of how a
patients physical
condition can contribute
to skin breakdown.
discrimination, cognitive
strategies, attitudes
2.4.2 Age Student will give at least
2 examples of how a
patients age can
contribute to skin
breakdown.
strategies, attitudes
2.4.3 Immobility Student will give at least
2 examples of how
limitations in mobility
can contribute to a
patients skin breakdown.
strategies, problem-
solving
2.4 Skin care
knowledge of skin
breakdown and pressure
wounds prevention with
at least 80% accuracy.
attitudes, problem
solving
3.0 Demonstrate
Competency in Applied
Clinical Skills

defined concepts,
problem solving,
strategies

3.1.1.1 ADPIE Student will consistently
demonstrate the ability to
apply each element of the
nursing process, with
guidance, to the care of
patients in the clinical
setting, when observed
by a faculty member
during clinicals.
strategies
Post-clinical conference
Clinical competencies:
1A
3.1.1.2 Patient assessment Student will consistently
perform a physical
assessment on a patient in
the clinical setting,
considering all available
skills: defined concepts,
problem solving,
strategies
1B
information pertinent to
the specific patient when
observed by a faculty
member during clinicals.
3.1.1.3 Patient teaching Student will develop a
patient specific teaching
plan for at least one
patient in the clinical
setting with guidance
from the clinical
instructor.
problem solving,
strategies
1C
3.1.1.4 Documentation Student will demonstrate
ability to document
patient care activities
with patient safety,
ethical, and legal
considerations clearly
addressed as appropriate,
to be reviewed by the
clinical instructor.
problem solving,
strategies
1D
3.1.1 Nursing Process
Student will consistently
apply the nursing process
to the care of patients in
the clinical setting when
observed by a faculty
member during clinicals.
strategies
1A - 1D
3.1.2.1 Manage direct
patient care
ability to manage patient
care by planning and
prioritizing patient care
activities, with guidance
from the clinical
instructor.
problem solving,
strategies
2A
3.1.2.2 Collaborate with
healthcare
team members
Student will identify the
need for a referral to at
least one other member
of the healthcare team
while caring for a patient
in the clinical setting.
problem solving,
strategies
2B
3.1.2 Management and
leadership
Student will act as a
member of the healthcare
team by caring for
problem solving,
2A 2B
patients while
collaborating with other
healthcare team
members, and observed
by the clinical instructor.
strategies
3.1 Critical Thinking
Student will apply their
critical thinking skills to
the care of patients while
collaborating with other
members of the
healthcare team, and
observed by the clinical
instructor.
order rules, defined
concepts, problem
solving
Clinical competencies: 1
A - 2B
3.2.1.1 Medication
Administration
Student will consistently
safely administer
medications to patients
under their care, with
guidance from the
problem solving,
attitudes
3A
3.2.1.2 Skills performance Student will consistently
perform all previously
learned skills when
caring for patients in the
clinical setting, with
guidance from the
problem solving,
attitudes
3B
3.2.1 Patient safety
ability to perform all
nursing interventions in a
safe and effective
manner, as observed by
the clinical instructor.
problem solving,
attitudes
3A 3B
3.2.2.1 Therapeutic
Communication
Student will analyze the
effectiveness of a
therapeutic
communication exchange
with a patient, with
guidance from the
problem solving,
attitudes
4A
3.2.2.2 Coping
Mechanisms
Student will identify
coping mechanisms used
problem solving,
by a patient or a patients
family members while
that patient is under the
students care, with
guidance from the
attitudes
4B
3.2.2 Communication
Student will begin to
apply beginning level
therapeutic techniques to
their patient interactions,
with guidance from the
order rules, defined
concepts, problem
solving, attitudes
4A 4B
3.2 Caring
Student will exhibit
caring by applying proper
medication
administration, skill and
communication
techniques to all patient
care situations when
observed by the clinical
instructor.
problem solving,
attitudes
3A 4B
3.3.1 Cultural
sensitivity
Identify a potential
cultural or social variance
observed in a patient that
could affect the nursing
care provided, with
guidance from the
attitudes
5A
3.3.2 Accountability
accountability and
responsibility for their
own learning and
behavior as observed by
the clinical instructor.
attitudes
5B
3.3.3 Ethical and legal
responsibility
Student will practice
within ethical, legal, and
regulatory guidelines at
all times.
problem solving,
attitudes
5C
3.3.4 Professional
behaviors
Student will present and
conduct oneself in a
professional manner as
evidenced by conveying
respect and courtesy for
problem solving,
attitudes
5D
others, and diplomacy in
interpersonal
relationships at all times.
3.3.5 Participation
Student will
participate in the
processes that affect
health care practice as
evidenced by verifiable
participation in at least 3
hours of community
involvement or
participation in the
student nursing
organization at MATC
(MNO).
problem solving,
attitudes
5E
3.3 Professionalism
professional behaviors at
all times while in the
clinical setting.
order rules, problem
solving, attitudes
5a 5E
4.0 Medication
Calculations

4.1.4.1 Accuracy
ability to check own
work for accuracy by
completing at least 90%
of the medication
calculation exercises
provided in lab or online.
solving
Practice problems
Guided group
discussions
4.1.4.2 Does the
answer make sense?
Student will identify at
least 2 ways to determine
if calculated dose is
consistent with learned
patient safety guidelines.
problem solving,
Practice scenarios
Guided group
discussions
4.1.4 Check work
The student will
check own work for
accuracy and safety at
least 90% of the time.
solving
Practice problems
Guided group
discussions
4.1.3 Solve problem
the ability to solve simple
medication calculation
problems with at least
solving
Practice problems
Guided group
discussions
90% accuracy.
4.1.2 Set up problem
the ability to set-up
(construct) simple
problems with at least
90% accuracy.
Intellectual skills: rules,
Practice problems
Guided group
discussions
4.1.1 Identify
components of the
formula
The student will identify
the components of the
desired over have
formula with at 100%
accuracy.
problem solving
Practice problems
Guided group
discussions
4.1 Learn Formula
beginning level
competency by
calculating medication
dosages with 100%
accuracy.
Practice problems
Guided group
discussions
4.2.2 Liquid
beginning level
competency by
completing at least 80%
of the practice problems
for liquid medication
dosages.
problem solving,
Practice problems
Guided group
discussions
4.2.1 Tablets
beginning level
competency by
calculating tablet (oral)
medication dosages with
100% accuracy.
problem solving,
Practice problems
Guided group
discussions
4.2 Apply Formula
beginning level
competency by
dosages with 100%
accuracy.
solving, cognitive
strategies
4.3.3 Apothecary
beginning level
competency by
problem solving
Practice problems
In- lab case scenarios
dosages involving
conversions to or from
the apothecary units of
measurement to another
with 100% accuracy.
4.3.2 Metric
beginning level
competency by
dosages involving
one metric unit of
with 100% accuracy.
problem solving
Practice problems
4.3.1 Household
beginning level
competency by
dosages involving
one unit of household
with 100% accuracy.
problem solving
Practice problems
4.3 Conversions
beginning level
competency by
dosages involving
conversions from one
unit of measurement to
another with 100%
accuracy.
problem solving
4.4.2 Apply to liquid
medication
beginning level
competency by
calculating liquid
medication dosages
involving conversions
from one unit of
with 100% accuracy.
solving, cognitive
strategies
Practice problems
4.4.1 Apply to oral
medications
beginning level
Practice problems
competency by
calculating tablet (oral)
medication dosages
involving conversions
from one unit of
with 100% accuracy.
solving, cognitive
strategies
4.4 Apply Conversions
to Medication
Calculations
beginning level
competency by
dosages involving
conversions to from one
unit of measurement to
another with 100%
accuracy.
solving, cognitive
strategies
0.1 Entry Level (CNA)
Skills

skills: concrete concepts

0.1.1 Hand Washing


0.1.2 Vital Signs


0.1.3 Patient Identification

skills: concrete concepts,
attitudes

0.1.4 Provide Privacy

attitudes

0.1.5 Read and Follow
Provider Orders

problem solving

0.2 Basic Math Skills

0.2.1 Addition

Intellectual skills: rule
using, problem solving

0.2.2 Subtraction


0.2.3 Multiplication


0.2.4 Division


0.2.5 Conversion


0.3 Basic Computer Skills

0.3.1 Access the Internet


0.3.2 Use Email


0.3.3 Use Canvas


0.3.4 Access electronic
resources


0.3.5 Access eBooks


Evaluation Planning
Formative Evaluation

Primary Stakeholders
Practical Nursing Program Director and Course Designer: Tara Peters, MSN. Tara is
responsible for designing the curriculum for the practical nursing program and designing and
developing course materials, learning aids and multimedia assets for the program.
Course Instructor: Tamra Carley, PhD(c), MSN. Tamra is an experienced didactic and clinical
instructor with extensive educational background in instructional design and curriculum
development. Tamra will be implementing the new hybrid/blended learning course designed to
teach entry-level students the fundamentals of nursing care.
Students: The PN program students will be introduced to the new hybrid/blended learning
course in January 2014 (awaiting COE approval), and we expect to get constructive feedback at
that time.
MATC: The administrators at MATC are heavily invested in the idea of Hybrid learning and are
seeking COE (Council on Occupational Education) approval for it in part with this course. The
official paperwork will be sent to the COE no later than October 1, 2013, so all primary
stakeholders, except the students, are working to do their part to get the proposed courses ready
by the deadline.

Secondary Stakeholders
Clinical Sites: Our students complete their clinical rotations at a number of sites in and near
Utah county. While our advisory board members, made up in part of our clinical site Directors of
Nursing (DON), report be generally well-pleased with our students both during their clinical
rotations and after hire, we are always working with our community partners to increase our
students skill-levels and knowledge in order to improve patient outcomes. The DONs with
whom we work are excited to see the results of the changes and will be encouraged to provide us
feedback regarding improvements, if any, if student performance.

Evaluators and Reviewers
Tamra Carley, PhD(c), MSN, RN: Tamra will act as an evaluator and reviewer for this course.
Not only does she has extensive practical and educational background that qualifies her to give
relevant and actionable input from the point of view as a nursing educator, a former nursing
program director and an instructional designer, but she is also familiar with the ACEN
(Accreditation Commission for Education in Nursing) accreditation process for nursing
programs. This is relevant because any changes we make to the program must be approved by
both COE and ACEN before they can be implemented.
Mike Young, distance Education Coordinator: Mike is responsible for assisting Holly Peterson
to create and submit the request for approval to implement hybrid learning at MATC and will be
evaluating all courses,under the direction of Holly Peterson, the school intends to use to be
approved for hybrid/blended or distance learning. In addition, Mike is also MATCs resident
Canvas LMS expert and has many years of experience as an IT educator and Web designer.
Holly Peterson, Vice-President of Instruction: Holly is responsible for creating and submitting
the request for approval to implement hybrid learning at MATC and will be evaluating all
courses the school intends to use to be approved for hybrid/blended or distance learning.

Students: I will ask for first and second semester volunteers to review the course and provide
their opinions about the course. Several have already volunteered and the link to the course and
the evaluation matrix was sent to them. Since their review will come near the end of the term, I
believe they will have valuable perspectives and will give useful constructive criticism. Although
I would like to have many students provide input I will be happy with even one volunteer given
the fact that they will need to review this course at the same time they are preparing for finals.

Logistics
The formative evaluation will be conducted in steps. Much of the content review has already
been conducted during weekly curriculum meetings over the summer as we have reviewed and
revised our programs curriculum. Much of this formative evaluation will likely center on
catching any oversights, making certain that our goals, objectives and content are aligned, and
making certain that the vision we have for this hybrid course is appropriate, student friendly and
most of all, effective.

The first step in the formative evaluation plan will be to give both this design document and
access to the course prototype in Canvas to my reviewers immediately. Once I receive their
comments and suggestions I can work on changing any issues found. I expect to have their
comments back in a week or less after they receive access to the class and the design document,
and I will strongly encourage them to comment on anything they find even if I have not
specifically asked about it in the Evaluation Matrix. Once the evaluators have returned their
comments to me I can address any issues found and make revisions within one week and then
move on to the one-to-one, small group, and field trial formative evaluations.

One-to-one evaluation: I would provide access to the course to two to four second
semester students, one or two who seem to enjoy online tasks and one or two who appear to
resist online activities and speak to them each individually in private one-to-one meetings in
order to gain their perspectives regarding completeness and clarity of the materials and
instructions, if they felt the time allotted for the various tasks is appropriate, and whether or not
they feel as though the they should be able to accomplish the learning activities. Do students feel
that the content is relevant to their nursing career? Was the course easy to navigate? could they
get help when needed and could they ascertain deadlines and expectations? Were the materials
appropriate and did the links to content work? If deficiencies are noted they will be addressed as
appropriate and once revisions are made the small group tryout will be conducted.

Small group tryout: A group of six to ten semester students will be given access to the
course and asked to explore each module and review the instructions and materials. Next, the
students will have the opportunity to work through the modules without interference. I would
select as diverse a group of students as possible, with the caveat that students would not be
required to participate, so the student group would be at least somewhat self-selecting. Once the
students had a chance to evaluate the course I would solicit their comments and suggestions for
improvement, focusing on the same issue as with the one-to-one student evaluators. Just as with
the one-on-one participants, I would ask the small group members if they felt the course was
easily navigable, clear, concise and relevant. Any issues noted at this stage would be corrected
prior to moving on to the field trial evaluation.

Field trial evaluation: Once adjustments are made to the course, based on the input from
the individual evaluators and the small group participants, I would then conduct a field trial of
the revised course, at least in theory. The field trial will actually be the course as offered
beginning January 2014 (if approved in time by the accreditation body, COE). While a field trial
would be ideal, we simply have no way to conduct a field trial with students prior to
implementing the actual class. We start two classes of 24 students each twice per year and given
the fact that the course takes one full semester and involves community clinical sites it is not
reasonable to run such a field trial. Nursing students are stressed, busy and many have family
obligations and work. Therefore, they could not give the time needed to take the class without
receiving credit for it.

Instead, we will closely monitor the first class and elicit student input regarding all aspects of the
course. In addition, we will meet weekly to discuss the course, student progress and work out
any issues noted. Once the course was completed and the student grades finalized the students
will be asked to answer an online survey anonymously. In addition, I would interview selected
students and the instructors for comments and more in-depth input than the survey might
provide. The standard end-of-term student evaluations of the courses, clinical sites and
instructors will also provide useful information that may not have been discovered elsewhere
since these evaluations are done by the student online and are completely anonymous. Additional
revisions would be made as needed to the content and/or structure of the course.

Evaluation Matrix

Evaluation Criteria &
Categories
Sample Questions
Effectiveness
Goals Is the course goal appropriate for first semester nursing students? If not,
please elaborate.

Are the course goal and objectives clear and appropriately written? If
not, how could they be improved?

Are the goal and objectives relevant to and achievable by first semester
nursing students? If not, how could they be improved?

Do the goals and content align with the method of delivery (hybrid). If

Content Is the content supportive of the course goal? If not, how could this be
improved?

Is the content complete, and does it align with the course goal and
objectives? If not, how could they be improved?

Are the learning activities designed to promote student participation and
learning? If not, how could they be improved?

Technology Did all of the links work properly, and was the linked content available
as indicated?

Are students able to access help and/or tutorials?

Are students able to access discussion boards and post without
problems?

Were any copyright violations noted?

Message Design Are directions clear? If not, how could they be improved?

Is the time frame for the course and/or major elements of the course
appropriate? If not, how could this be improved?

Efficiency
Goals Are the course goal and objectives clearly written? If not, how could
they be improved?

Is the overall purpose of the course clearly stated? If not, how could this
be improved?

Do the goals the instructional methods align? If not, how could this be
improved?

Content Is the content clearly presented? If not, how could this be improved?

Is the content appropriate for the goals and for nursing in general? If
not, how could this be improved?

Is the content based on standard nursing practices and current, evidence-
based research? If not, how could this be improved?

Technology Is the course structured in a logical and cohesive manner in Canvas? If

Are students able to navigate the LMS and locate the information they
need? If not, how could this be improved?

Is the course easy for students and instructors to access? If not, how
could this be improved?

Message Design Is the content clearly labeled and well-organized?

Are the individual modules clearly labeled and well-organized?

Are there appropriate activities for both the synchronous and
asynchronous aspects of the course? If not, how could this be improved?

Appeal
Goals Is the goal relevant to first semester nursing students? If not, how could
this be improved?

Content Will the content hold the students attention? If not, how could this be
improved?

Technology Is the material free from technical errors? If not, how could this be
improved?

Is the material free from typographical, language usage, spelling and
grammar errors? If not, how could this be improved?

Is the course easy to navigate? If not, how could this be improved?

Message Design Is the presentation consistent with the course goals and the audience? If

Is the layout appropriate to the content and goals? If not, how could this
be improved?

Summative Evaluation
My summative evaluation plan will be implemented as soon as possible after the first group of
students completes the course, but it can be partially completed at the end of the first nine weeks,
which is the end of the lab and hybrid portion of the class. The second part of the evaluation
would take place after the last clinical rotation, or week 16 or 17 of the semester. Since we plan
on implementing this course in January, 2014 the first portion of the evaluation would be
completed by the end of March, 2014 and the entire summative evaluation would be completed
by June, 2014.

The summative evaluation will take into account both student and instructor perceptions of the
effectiveness of the course. Our clinical instructors have evaluated previous students who were
taught according to the old course curriculum (6 weeks in lab, no practice lab, and no online or
didactic component) so they will be able to give their overall impression of the students clinical
skills and patient safety awareness both before and after the class. I will conduct in-depth one on
one interviews with the clinical instructors rather than use a survey to gather information because
this is much more typical of our working relationships and will garner more in-depth information
than a written survey. While I recognize that comparing one group of students to another is
imperfect, we will be able to determine if the new course is producing students with roughly the
same skills and abilities, better or worse skills and abilities than previous classes.

Students will be able to provide us information about the effectiveness, preferences, time needed
to complete the various course components and their confidence levels in clinicals. While a
survey would provide some quantifiable data, I think better information will be gathered through
individual or small group interviews conducted after their grades have been posted. Nursing
students are never shy about offering their opinions about instructors or classes, good or bad, so
there is relatively little risk of only hearing positive comments.

The information gathered from the lab and clinical instructors as well as the students will be
compiled and used to guide revisions aimed at better meeting the course goals and objectives and
improving the overall ease of use and appeal of the course.

Summative Evaluation Plan
Evaluation Criteria Main Questions Data Sources
Effectiveness Did the hybrid course meet the
course goals and objectives?
Were the students able to apply
what they learned during the first 9
weeks to their clinical
experiences?
How did the students clinical
skills and patient safety awareness
compare to previous groups of
students?
Instructor interviews

Student interviews

End of term
Course/Instructor
evaluations

Input from Advisory
Board Members
Efficiency Was the time allotted for the
completion of the various course
components appropriate?
Was the online portion of the
course easy to navigate?
Did all resources contained in the
online portion of the course work
correctly?

Student interviews

End of term
Course/Instructor
evaluations
Appeal Did the students enjoy the online
portion of the course?
What recommendations do the
students or instructors have to
improve the course?
Would students like to see the
hybrid model used in other
courses? Why or why not?

Student interviews

End of term
Course/Instructor
evaluations

Data Collection and Analysis Timeline Chart

Task Wk 9

Wk 10 Wk 11

Wk 16 Wk 17 Wk 18 Wk 20 Wk 22
Obtain consent

Student
Interviews

Clinical
Instructor
Interviews

Analyze data

Develop report

Develop
recommendation
s

Communicate
results to stake-
holders

Pre-Planning Tasks
Timeline

Tasks Responsible
Person
Week
1
Week2 Week
3
Week
4
Week
5
Week
6
Week
7
Week
8
Project Proposal Tara Peters

Conduct
Problem
Analysis
Tara Peters

Learning Task
and TOAB
Tara Peters

Formative and
Summative
Evaluation Plan
Tara Peters

Pre-Planning
and Design
Tasks
Tara Peters

Instructional and
Motivational
Strategies
Tara Peters

Course
Prototype
Tara Peters

1
st
Peer Review
Syllabus and
Modules 1 2

Modules 3 5
Implementation
Plan
Summative
Evaluation Plan

Conduct
Formative
Evaluation

Final Summative
Evaluation Plan

Peer Review 2
Final Product:
Hybrid Course
Completed

Clustered Objectives

Objective 1 Objective 2 Objective 3 Objective 4
Week 1
Sterile Gloves
Infection Control
1.1, 1.1.1, 1.1.2 2.1, 2.1.1, 2.1.2,
2.1.3

Week 2
Blood Sugar
Checks
1.2, 1.2.1 2.4, 2.4.1, 2.4.2,
2.4.3

4.1, 4.1.1, 4.1.2,
4.1.3, 4.1.4,
4.1.4.1, 4.1.4.2
Week 3
Foley Catheters
1.3, 1.3.1, 1.3.2

4.2, 4.2.1, 4.2.2,
4.3, 4.3.1, 4.3.2,
4.3.3
Week 4
Oral Medications
1.5, 1.5.1, 1.5.2,
1.5.3

4.4, 4.4.1, 4.4.2
Week 5
1
st
Skills Evaluation
Medication
Calculation Exam

Week 6
Physical
Assessment
Falls Prevention
1.4, 1.4.1 2.2, 2.2.1, 2.2.2,
2.2.3

Week 7
Physical
Assessment
Skin Care and
Assessment
1.4, 1.4.1 2.3, 2.3.1, 2.3.2

Week 8
Injected
Medications
1.6, 1.6.1, 1.6.1.1,
1.6.1.2, 1.6.2,
1.6.2.1, 1.6.6.2,
1.6.3, 1.6.3.1,
1.6.3.2, 1.6.3.3

Week 9
Final Skills
Evaluation

Objective Exam
(weeks 1-8)
Week 10
Adult Clinical
Placement

Clinical Competencies
can be worked in any
order as they are
patient/opportunity
dependent. Goal: 10
15% successfully
completed each week,
100% successfully
completed by end of
term to advance to
second semester.
Comps 1-5

Week 11
Adult Clinical
Placement

Comps 1-5

Week 12
Adult Clinical
Placement

Comps 1-5

Week 13
Adult Clinical
Placement

Comps 1-5

Week 14
Adult Clinical
Placement

Comps 1-5

Week 15
Adult Clinical
Placement

Comps 1-5

Week 16
Adult Clinical
Placement

Comps 1-5

Instructional & Motivational Strategies
Instructional Strategies
Orientation to Learning Instructional Strategies
1. Provide an overview Home page text in LMS provides an overview of the class and
instructions and expectations.
Verbal instructions will be provided as the course is displayed
on large screen during the live, in-person orientation.
Reiteration of how the course operates and expectations will be
done during lab and class sessions.
2. State the objectives / goals The course syllabus is provided online in the LMS and in print
on the first day of orientation.
The course outline with objectives is provided online in the
LMS and in print on the first day of orientation.
Verbal Instructions will be provided as the course is displayed
on large screen during orientation.
3. Explain relevance of instruction Verbal Instructions will be provided as the course is displayed
Students will watch online skills videos or complete online
activities relevant to the content and concepts covered in lab.
Reiteration of how the relevancy and expectations will be done
during lab and class sessions.
Instructor feedback and guidance will be given during class
discussions.
Instructor feedback and guidance will be given during online
discussions.
4. Assist learner recall prior
knowledge, skills, and experiences
Skills check-off sheets are provided online in the LMS and
printed sheets are available in the skills lab at all times.
Instructors will demonstrate skills in lab and during practice
sessions as needed.
Students may practice skills in lab and in open lab sessions and
request instructor observations and feedback.
Students may watch the online skills videos and review the
materials as often as they want.
Students are expected to participate in online and In class
discussions.
5. Describe directions on how to
start, navigate, and proceed
through the unit of instruction
Verbal Instructions will be provided as the course is displayed
The instructors will remind students in class of next unit and
cover the upcoming activities and expectations.
The course outline with objectives is provided online in the
LMS and in print on the first day of orientation.
Students are expected to review online materials, web pages
and videos as needed.
Instruction on the Content Instructional Strategies
1. Present instructional content Video and website links are included in each weekly module in
LMS and will be pointed out to students by the instructor.
The instructor will discuss and demonstrate each skill during
lab sessions.
The instructor will lead discussions covering major concepts
and content each week.
The instructor will provide guidance for skills and dosage
calculations, along with adequate time for practice and
feedback.
2. Provide learning cues The instructor will lead discussions covering major concepts
and content each week with opportunity for questions and
answers.
Skills check-off sheets will be provided both in printed form
and electronically.
Online class discussions will provide students with both peer
and instructor feedback and learning cues.
Clinical participation with instructor guidance will provide
opportunities for relevant feedback and learning cue.
3. Present opportunities for
practice
Dosage calculation practice sessions will be provided during
open lab hours.
Instructors will be present during open skills lab practice.
Clinical participation with instructor guidance will provide
opportunities to practice what has been learned in an authentic
setting.
4. Provide feedback on practice
performance
Weekly skills check-offs in the lab during for major skills will
provide immediate, relevant feedback to students.
Written clinical competencies reflecting weekly clinical
experiences will provide the students to receive feedback from
their clinical instructors.
Clinical instructors will provide verbal feedback during
clinicals and at post-clinical conferences and are available to
assist students as needed.
Mid-term evaluations are program-wide and completed by the
first semester student advisor, and include input from the lab
instructor.
Instructors will provide feedback during in-class and online
discussions.
Exams will be given through the LMS as scheduled.
Final evaluations are program-wide and completed by the first
semester student advisor, and include input from the clinical
instructor.
5. Provide review and close the Students must pass a final skills check-off before they are
unit of instruction allowed to proceed to the clinical portion of the course.
Instructors will summarize each unit of instruction and make
time for questions and answers.
Instructors will preview the next lesson or step in the process
so students will know what the upcoming activities and
expectations are.
Instructors will tie previously learned content and concepts to
subsequent units of instruction as appropriate and relevant.
Measurement of Learning Instructional Strategies
1. Assess performance Instructors will provide feedback on in-class and online
discussions.
Weekly skills check-offs for major skills will provide
immediate, relevant feedback to students.
Students must pass a final skills check-off before they are
allowed to proceed to the clinical portion of the course.
Instructors will assess the students clinical performance and
give timely feedback so students will have adequate
opportunity to correct any deficiencies prior to the end of their
clinical rotations.
The clinical instructors will review the students written
clinical competencies performance and given timely feedback
so students will have adequate opportunity to correct any
deficiencies prior to the end of their clinical rotations.
Exams will be scored and students must meet the minimum
passing scores in order to proceed to clinicals.
2. Advise learner of performance Instructors will provide verbal feedback during class and skills
practice.
Instructors will provide verbal and/or written feedback during
weekly skills check-offs.
Instructors will provide written feedback during class and on
online discussions.
Students will receive feedback as part of their Mid-term
evaluations.
Students will receive feedback as part of their final evaluations.
The clinical instructors will review the students written
clinical competencies performance and given timely feedback
so students will have adequate opportunity to correct any
deficiencies prior to the end of their clinical rotations.
Summary and Close Instructional Strategies
1. Enhance and enrich learning The instructor will review weekly content and concepts
Overall review of first nine weeks
Clinical instructors will review clinical experiences weekly
during post-clinical conferences and offer insights and
suggestions as appropriate.
Clinical instructors will review clinical experiences weekly
during post-clinical conferences and tie relevant clinical
experiences or patient interactions to the didactic material
covered that week or in previous weeks.
Students may practice skills in lab and in open lab sessions and
request instructor observations and feedback.
Students may watch the online skills videos and review the
materials as often as they want.
2. Provide remediation for unmet
objectives
The program will provide open lab hours and instructors will
be available as needed to assist students.
Students will be encouraged to make an appointments with any
instructor or the first semester student advisor if they are
needing clarification or are experiencing any difficulties with
the course or skills.
Instructors will be encouraged to provide direct, meaningful
feedback on skills and clinical performance and clinical
competencies.
Students will be offered one on one work with lab, clinical or
didactic instructors as needed or requested.
Online content is available for the entire semester/course.
3. Provide opportunities for
retention
No opportunities for retention exist. If a student fails to meet
standards at the end of the first nine weeks or at the end of the
semester, the entire semester must be repeated due to the nature
of the nursing program, which is a lock-step instructional
program.

Motivational Strategies
Orientation to Learning
The students will be allowed a brief opportunity to introduce themselves and to state
why they are pursuing nursing as a career. (establish inclusion)
The instructor will review the course outline and objectives and discuss how the
content and concepts build on each other and how they are relevant to nursing.
(establish relevancy)
Instruction on the Content
Instructors will present course content in an interactive and conversational tone.
(promote confidence)
Instructors will review online module content as weekly content, skills and concepts
are covered in the lab portion of the class. (establish relevancy)
Instructors will provide instruction and feedback during classroom and online
discussions. (develop professional attitudes and confidence)
Instructors will demonstrate skills in lab and guide students through the same skills.
Clinical instructors will provide feedback to students in clinicals and during clinical
post-conferences. (develop professional attitudes and competencies)
Review pertinent information and concepts covered in previous classes review of
related information covered in their online materials for the current class. (promote
confidence and establish relevancy)
Demonstrate via a short example how the students previously learned and newly
learned skills and knowledge can be used to solve patient care problems. (promote
confidence and establish relevancy)
The instructor will provide each student with a rubric, competencies, or skill check-
off sheet as appropriate (online and printed) and a clearly defined set of objectives so
students will understand class/activity requirements clearly. (promote confidence
and establish relevancy)
The instructor will guide students to appropriate resources or will provide assistance
when students have questions they cannot immediately answer on their own.
Measurement of Learning
Instructors will provide instruction and feedback during classroom and online
discussions. (develop professional attitudes and confidence)
Clinical instructors will provide feedback to students in clinicals and during clinical
post-conferences. (develop professional attitudes and competencies)
Students will achieve passing scores on all exams. (develop professional attitudes
and competencies)
Students will pass all required skills check-offs. (promote professional
competencies)
Students will complete satisfactorily all written clinical competencies. (promote
professional attitudes and competencies)
Summary and Close
Instructors will review course skills, content and concepts. (promote confidence and
establish relevancy)
Instructors will preview the clinical, lab and sim experiences for second semester
students. (foster a sense of accomplishment and confidence)
Course-end instructor and course evaluations will be given to students for input and
course improvement. (promote inclusion in the learning community)

Prototype
Three prototype images are included below to give an idea of how the course will appear once it
is completed. While some elements cannot be changed due to the limitations imposed by the
LMS, others have been adjusted to make the course as clear and understandable to students as
possible. As a general rule, once students have used Canvas in any class they intuitively know
how to use it in the next class because so little of the the overall formatting and structure can be
changed by most instructors. Canvas is used by most of the public education institutions in Utah,
so the transition to the Canvas courses at our school is not difficult for the majority of the
students in our program. We do provide help as needed to make sure students can navigate their
courses by offering orientation, verbal instructions and printed instructions with links to online
tutorials.
The images in the course were all taken by students or faculty of students and faculty and all
have agreed to have their photos published in this course and consider the photos to be in the
public domain.

Formative Evaluation
Evaluators and Reviewers
I was able to solicit reviews from five individuals as of December 8, 2014. If more evaluations
come in before December 17, 2014 they will be included below. All of the evaluators were given
the Evaluation Matrix (below) and either provided their comments in writing or verbally.
Although written or verbal responses are more time-consuming to review and tabulate, I have
decided on open-ended verbal responses instead of survey results in order to gather as much data
as possible at this stage of the process.

Tamra Carley, PhD(c), MSN, RN: Tamra will acted as an evaluator and reviewer for this course
based on her extensive knowledge of nursing curriculum, instructional design and her previous
experience as a PN Program Director. She is also familiar with the ACEN (Accreditation
Commission for Education in Nursing) accreditation process for nursing programs, which is
relevant because any changes we make to the Practical Nursing program must be approved by
both COE and ACEN before they can be implemented.

Tamra commented that the course was well-designed and structured, the activities were
appropriate and a nice blend of active learning strategies, the expectations are well-defined, and
that the visual design is not only welcoming but also make navigation easy.

Jennifer Neilsen, MSN, BSN,RN: Jennifer had been teaching clinicals and labs for the program
for five years and is now teaching didactic classes while mentoring the new clinical coordinator
to her role. Her input and insight are valuable because of her educational background and her
practical experience with the subject matter and the program.

Jennifer commented that one video had been removed from Youtube by Elsevier for copyright
infringement and that other links in some of the Canvas pages were broken. Both of these issues
must have been new developments because they were not noticed by me or the other reviewers at
the time they did their reviews. The broken links were repaired and the module containing the
bad video was rewritten. Jenn also suggested that a forum for student Q&A be included and that
we should set word length limits for the Discussion board responses. All of these suggestions are
most welcome and can easily be incorporated into the project as we move forward with it.
Mike Young, BS, Distance Education Coordinator: Mike is responsible for assisting Holly
Peterson to create and submit the request for approval to implement hybrid learning at MATC
and will be evaluating all courses,under the direction of Holly Peterson, the school will use this
course to be approved for hybrid/blended/ distance learning. Mike is also MATCs resident
Canvas LMS expert and has many years of experience as an IT educator and Web designer.

Mike has provided a number of suggestions over the course of the last 15-20 weeks. The most
beneficial suggestion was his idea to put the modules together as pages rather than simply
dragging items into the modules as is normally done in the nursing classes. I think this
suggestion was perhaps the most significant design suggestion I received early in the process
because it allowed me to tailor the look of the course, within the limitations set by Canvas, and it
gave the entire project a cohesive look and feel.

Holly Peterson, BS, Vice-President of Instruction: Holly is responsible for creating and
submitting the request for approval to implement hybrid learning at MATC and will be
evaluating all courses the school intends to use to be approved for hybrid/blended or distance
learning.

Hollys comments regarding the non-threatening nature of some of the elements of this course
were beneficial because it allowed me to get an experienced viewpoint about how the materials
would be delivered to and received by students. Her extensive background in education as an
instructor and as VP of Instruction was an asset to the project. She was also able to alert me to
COE required elements so the course would have the greatest possible chance of being approved
for use as a hybrid learning course.

Changes as a result of SME feedback: The technical issues were corrected, modules were
assembled as pages, and the rubric was changed to incorporate Jennifers suggestion. Although
no suggestions regarding content were made I expect that some changes may be made after the
course is implemented. Our courses are constantly evaluated and revised as needed and it is
expected this course will be no different.

Student Tryouts: Once the issues noted by the reviewers were corrected the course was
reviewed by six student volunteers. The 6 students who volunteered to review this course and
provide comments are generally studious and outspoken and is not afraid to ask why? These
qualities made them excellent reviewers because they really took the time to look at the entire
course and gave detailed responses in writing and/or followed up in person. They were given
access to the course I created as a free Canvas course and the copy of that course that has been
downloaded into the schools LMS by Mike Young. Since both are the same they could review
either one.

They were very positive about the course and felt that it flowed logically and that all of the
explanations were clear and easy to follow. Every link they tried worked and Youtube videos
opened and played as expected (they reviewed the course after the issues Jennifer pointed out
had been corrected). They commented that the competencies and course instructions make
expectations clear, and that the first nine weeks of lab coupled with didactic classes should
provide students with all they need to learn and do well. Theses student did not make any
suggestions for changes of any kind, which I found to be interesting. Most importantly, they
commented that the content is appropriate and the goals and objectives are achievable.

Field Trials: This will be the same as the first run-through for the course. We simply lack the
manpower and students to be able to offer the entire class as a trial before implementing it.

Course and instructor evaluations are completed at the end of every term for all courses,
instructors and clinical sites. Evaluations are completed on Survey Monkey. While the program
directors and faculty create the survey questions, they must be submitted to a designated
individual in administration in order to be put on the schools survey monkey site. The soonest
this class could be implemented is January 2014 with end of course evaluations being done in
late April or early May 2014. This timing is fortuitous in that the faculty will then have all
summer to make any changes they feel are necessary based on the student and faculty feedback
and the evaluation results.

Evaluation Matrix
Evaluation Criteria &
Categories
Sample Questions
Effectiveness
Goals Is the course goal appropriate for first semester nursing students? If not,
please elaborate.

Are the course goal and objectives clear and appropriately written? If

Are the goal and objectives relevant to and achievable by first semester
nursing students? If not, how could they be improved?

Do the goals and content align with the method of delivery (hybrid). If

Content Is the content supportive of the course goal? If not, how could this be
improved?

Is the content complete, and does it align with the course goal and
objectives? If not, how could they be improved?

Are the learning activities designed to promote student participation and
learning? If not, how could they be improved?

Technology Did all of the links work properly, and was the linked content available
as indicated?

Are students able to access help and/or tutorials?

Are students able to access discussion boards and post without
problems?

Were any copyright violations noted?

Message Design Are directions clear? If not, how could they be improved?

Is the time frame for the course and/or major elements of the course
appropriate? If not, how could this be improved?

Efficiency
Goals Are the course goal and objectives clearly written? If not, how could
they be improved?

Is the overall purpose of the course clearly stated? If not, how could this
be improved?

Do the goals the instructional methods align? If not, how could this be
improved?

Content Is the content clearly presented? If not, how could this be improved?

Is the content appropriate for the goals and for nursing in general? If

Is the content based on standard nursing practices and current, evidence-
based research? If not, how could this be improved?

Technology Is the course structured in a logical and cohesive manner in Canvas? If

Are students able to navigate the LMS and locate the information they
need? If not, how could this be improved?

Is the course easy for students and instructors to access? If not, how
could this be improved?

Message Design Is the content clearly labeled and well-organized?

Are the individual modules clearly labeled and well-organized?

Are there appropriate activities for both the synchronous and
asynchronous aspects of the course? If not, how could this be improved?

Appeal
Goals Is the goal relevant to first semester nursing students? If not, how could
this be improved?

Content Will the content hold the students attention? If not, how could this be
improved?

Technology Is the material free from technical errors? If not, how could this be
improved?

Is the material free from typographical, language usage, spelling and
grammar errors? If not, how could this be improved?

Is the course easy to navigate? If not, how could this be improved?

Message Design Is the presentation consistent with the course goals and the audience? If

Is the layout appropriate to the content and goals? If not, how could this
be improved?

Summative Evaluation
The course will be evaluated using student surveys at the end of the first semester it is
implemented and for all semesters thereafter. The instructors will be evaluated separately from
the course. Therefore, questions regarding feedback and any issues that relate to the instructors
will be covered in the instructor, not the course, evaluations. Since I do not have access to the
schools Survey Monkey account I cannot create this survey officially, but the survey will
include the following questions:

1. I had the opportunity to participate in providing a variety of nursing care activities.
2. Experiences in this clinical area allowed me to meet the clinical objectives.
3. Experiences in the hybrid/lab portion of this class allowed me to meet the course goals
and objectives.
4. My overall experience in this course was positive.
5. I am able to utilize the nursing process to identify patient problems and develop an
individualized plan of care for my patients.
6. I am able to apply the knowledge I have gained in this class to direct patient care during
clinicals.
7. I am able to effectively collaborate with other health care team members.
8. This course provided me with the knowledge needed to utilize effective therapeutic
communication with patients and their families.
9. This course taught me how to incorporate evidence based practice into my nursing care.
10. I understand I am responsible for demonstrating ethical and professional behaviors in my
individual nursing practice.
11. I feel confident in my ability to perform a holistic health history and physical assessment
which results in the accurate identification of patient problems.
12. This course has provided me with the knowledge and practice needed for me to develop
safe and accurate performance of basic nursing skills.
13. This course has provided me with the knowledge and clinical practice to be able to
administer medications accurately and safely within my scope of practice.
14. I am able to demonstrate beginning clinical judgment skills in prioritizing patient care.

These are the same as or similar to questions we already use as part of our end of term
evaluations, though we may make changes in the future.

Data Collection and Analysis Timeline

Tasks Timeframe Week
16
Week
17-18
Week
19-20
Week
21-22
Week
23-24
Sept.
2014
Review
course
evaluations
Proposed
Actual
X
Review data
from course
evaluations
Proposed
Actual
X
Interview
course and
clinical
instructors
Proposed
Actual
X
Analyze data
from course
evaluations
and
instructor
Proposed
Actual
X
Review
results with
faculty and
propose
revisions, if
warranted
Proposed
Actual
X
Write report
including
findings and
proposed
changes
Proposed
Actual
X
Meet with VP
of Instruction
and other
stakeholders
to
communicate
results
Proposed
Actual
X
Share results
with
Advisory
Board
members and
ask for
feedback on
student
performance
X

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Name: Tara Peters

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