An Interface Design Evaluation of Courses in a Nursing Program using an E-learning Framework

2012 ◽  
pp. 285-304 ◽  
Author(s):  
Brenda Tyczkowski ◽  
Eric Bauman ◽  
Susan Gallagher-Lepak ◽  
Christine Vandenhouten ◽  
Janet Resop Reilly
Keyword(s):  
Interface Design ◽  
Associate Degree ◽  
Nursing Programs ◽  
Nursing Program ◽  
Learning Program ◽  
Bachelor Of Science ◽  
Learning Framework ◽  
University Of Wisconsin ◽  
E Learning ◽  
Individual Use

Interface design refers to the overall look and feel of an e-learning program by the end user (Hall, as cited in Khan, 2005). Initially designed for corporate use, the World Wide Web as it is now known surfaced in the early 1990s. Individual use grew rapidly in the 1990’s, with “online users doubling or tripling every year” (When Guide, n.d.). Online degree granting educational programs slowly developed. An early fully online RN (Registered Nurse) to BSN (Bachelor of Science in Nursing) program was the Collaborative Nursing Program (CNP) in Wisconsin. The CNP, now called the “BSN@Home” program, started in 1995, to serve associate degree and diploma prepared nurses throughout the state of Wisconsin desiring a baccalaureate degree in nursing. This statewide program continues to be delivered collaboratively by five University of Wisconsin (UW) nursing programs (UW-Eau Claire, UW-Green Bay, UW-Madison, UW-Milwaukee, and UW-Oshkosh). A critical look at interface design in this program was undertaken with methods and outcomes detailed below.

E-Learning and Faculty Development in Higher Education

2016 ◽  
pp. 226-244
Author(s):  
Susan Gallagher-Lepak ◽  
Christine Vandenhouten
Keyword(s):  
Higher Education ◽  
Faculty Development ◽  
Interface Design ◽  
Development Program ◽  
Learning Technologies ◽  
Nursing Program ◽  
Development Model ◽  
Faculty Development Program ◽  
Learning Framework ◽  
E Learning

Growth of online higher education and advances in technology justify and encourage new models of faculty development related to e-learning. This chapter describes a multi-campus faculty development program using distance technology, a Community Of Practice (COP) model, and an e-learning framework. The Flexible Framework for E-Learning by Khan (2005) guided planning and implementation of the faculty development program. A variety of strategies were used to deliver the faculty development program including use of campus-based site leaders, participating scholars, monthly videoconferences, a faculty development handbook, hands-on use of new e-learning technologies, and a year-end conference. The program also included an evaluation of the interface design of courses used in a collaborative online nursing program with findings reported to faculty. Along with strategies used, barriers and evaluation of the multi-campus faculty development model are presented so that the faculty development model can be replicated across other universities and disciplines.

E-Learning and Faculty Development in Higher Education

2018 ◽  
pp. 1244-1262
Author(s):  
Susan Gallagher-Lepak ◽  
Christine Vandenhouten
Keyword(s):  
Higher Education ◽  
Faculty Development ◽  
Interface Design ◽  
Development Program ◽  
Learning Technologies ◽  
Nursing Program ◽  
Development Model ◽  
Faculty Development Program ◽  
Learning Framework ◽  
E Learning

Growth of online higher education and advances in technology justify and encourage new models of faculty development related to e-learning. This chapter describes a multi-campus faculty development program using distance technology, a Community Of Practice (COP) model, and an e-learning framework. The Flexible Framework for E-Learning by Khan (2005) guided planning and implementation of the faculty development program. A variety of strategies were used to deliver the faculty development program including use of campus-based site leaders, participating scholars, monthly videoconferences, a faculty development handbook, hands-on use of new e-learning technologies, and a year-end conference. The program also included an evaluation of the interface design of courses used in a collaborative online nursing program with findings reported to faculty. Along with strategies used, barriers and evaluation of the multi-campus faculty development model are presented so that the faculty development model can be replicated across other universities and disciplines.

scholarly journals Collaboration in E-Learning: A Study Using the Flexible E-Learning Framework

2014 ◽  
Vol 18 (3) ◽  
Author(s):  
Christine Lynn Vandenhouten ◽  
Susan Gallagher Lepak ◽  
Janet Reilly ◽  
Penny Ralston Berg
Keyword(s):  
Learning Strategies ◽  
Interface Design ◽  
Teaching And Learning ◽  
Instructional Designers ◽  
Team Members ◽  
Learning Framework ◽  
Management Ethics ◽  
New Frontier ◽  
Teaching And Learning Strategies ◽  
E Learning

E-Learning remains a new frontier for many faculty. When compared to the traditional classroom, E-learning requires greater collaboration among team members and use of different teaching and learning strategies. Pedagogy as well as team configurations must change when moving to the online environment. Collaboration is a key component in creating quality E-learning. Effective collaboration requires faculty to understand various roles (e.g., instructional designers, multimedia specialists), and activities involved in e-learning as well as how professionals in different roles work together. This article discusses the use of an E-Learning framework and development of a survey based on the framework’s dimensions as two strategies to broaden faculty understanding of E-Learning collaboration. The survey was used to expose faculty across five Midwestern campuses to all dimensions of E-learning including areas such as management, ethics, and interface design.

Interface Design Issues

2005 ◽  
pp. 325-351
Author(s):  
Badrul Khan
Keyword(s):  
User Interface ◽  
Learning Environment ◽  
Interface Design ◽  
User Interface Design ◽  
Learning System ◽  
Design Issues ◽  
Learning Program ◽  
Seamless Integration ◽  
E Learning ◽  
Access Information

Interface design refers to the overall look and feel of an e-learning program (Hall, 1997). User interface design is the creation of a seamless integration of content and its organization, together with the navigational and interactive controls that learners use to work with the content (Jones & Farquhar, 1997). The design of an e-learning interface is critical because it determines how learners interact with the presented information (Brown, Milner & Ford, 2001). In an e-learning environment, all e-learning interfaces should be designed to accommodate the tasks of learners while they access information. Lohr (2000) states that learning interfaces are defined as those where communication cues take place between a learner and a learning system.

scholarly journals (A32) Emergency Preparedness in Louisiana Nursing Programs – Response Roles, Impacts, and Competencies

2011 ◽  
Vol 26 (S1) ◽  
pp. s9-s10
Author(s):  
K. Andress
Keyword(s):  
Hurricane Katrina ◽  
New Orleans ◽  
Emergency Preparedness ◽  
Disaster Response ◽  
Associate Degree ◽  
Space Shuttle ◽  
Nursing Programs ◽  
Nursing Program ◽  
Federal State ◽  
State And Local

IntroductionNurses are leaders and primary health responder/providers in natural, anthropic and technological disasters. Preparation and education for nursing emergency and disaster response should begin before nursing program graduation and before disaster events occur. In Louisiana, 17 federally-declared disaster declarations were experienced from 2000 – 2009, ranging from the Space Shuttle “Columbia” to Hurricane “Katrina”. This presentation overviews Louisiana nursing programs' disaster preparedness and operational planning as demonstrated to Louisiana's Schools of Nursing Aligned for Emergency Responsiveness (SAFER) Conference, New Orleans, 2010. Co-sponsored by Dillard University, Division of Nursing, New Orleans, and Northwestern State University, College of Nursing, Shreveport, the invitational conference brought expert nurse and physician preparedness speakers from federal, state and local venues to review disaster planning, experiences, needs, and nurse preparedness competencies with nurse faculty leadership.MethodsA multiple choice survey was developed, trialed and emailed to 42 Louisiana Nursing Programs. Programs surveyed included Associate degree, Bachelors and Graduate-level providers for Registered Nurses as well as Vocational Technical programs for the Licensed Practical Nurse. National Planning Scenario threat priorities; impacts of federally declared disasters on Louisiana nursing programs; nursing program roles in disaster; and awareness of nurse emergency preparedness competencies were queried.Results34 of 42 surveys were returned. 20 were complete. Nursing programs were located state-wide and found in 7 of 9 Louisiana regions. Surveyed programs offered a Bachelors degree (45%); Graduate degree (35%); Associate degree (35%) and vocational or Licensed Practical Nursing (35%).ConclusionsThe majority of Louisiana nursing programs and their health communities have been impacted by federally declared disasters. Coordinated efforts to improve nursing program preparedness education, roles and responsibility are warranted as vulnerability increases.

scholarly journals Students’ perspectives of factors related to delayed completion of online RN-BSN programs

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Kechinyere C. Iheduru-Anderson
Keyword(s):  
Associate Degree ◽  
Qualitative Data ◽  
Program Completion ◽  
Nursing Programs ◽  
Structured Interviews ◽  
Related Factors ◽  
Online Programs ◽  
Bachelor Of Science ◽  
Face To Face ◽  
Content Analyses

Abstract Background There are multiple educational programs for individuals to become registered nurses (RNs), and the transition from an associate degree or diploma to a Bachelor of Science in Nursing (BSN) degree is vital to healthcare. This study examined the factors contributing to delayed completion or withdrawal from online RN-BSN nursing programs from students’ perspectives. Method Thematic content analyses were conducted on qualitative data obtained from semi-structured interviews (N = 26). Results Complex factors contributed to delayed completion of online RN-BSN programs, including student-, institutional-, and faculty-related factors. Conclusion This study validated and extends previous studies without delineating students in fully online programs from hybrid and face-to-face programs. Students, faculty, and institutions all have a role to play in facilitating on-time program completion. Recognizing and mitigating the barriers that delay on-time program completion is required to foster nurses to obtain a BSN degree.

Exploring the development of professional values in an online RN-to-BSN program

2019 ◽  
Vol 27 (2) ◽  
pp. 470-479 ◽  
Author(s):  
Linda D’Appolonia Knecht ◽  
Beverly W Dabney ◽  
Lauren E Cook ◽  
Gregory E Gilbert
Keyword(s):  
Registered Nurse ◽  
Positive Impact ◽  
Nursing Programs ◽  
Nursing Program ◽  
Professional Values ◽  
Matched Pair ◽  
Ethical Practice ◽  
Entry And Exit ◽  
Bachelor Of Science ◽  
Ethics Course

Background: Development of professional nursing values is critical within registered nurse–to–bachelor of science in nursing programs to prepare nurses for increasingly complex and diverse work environments. The results of previous studies have been inconsistent, with few studies focusing on online registered nurse–to–bachelor of science in nursing programs. In addition, little is known regarding the effectiveness of the educational methods used to support advancement of professional values and ethical practice. Objective: The object of this study was to gain an understanding of nursing students’ attitudes and beliefs about professional values at entry and exit of an online registered nurse–to–bachelor of science in nursing program that includes a standalone ethics course and integrates American Nurses Association Code of Ethics provisions throughout the curriculum. Research design: For this one-group pretest–posttest, quasi-experimental design, longitudinal matched-pair data were gathered at program entry and exit using the Nurses Professional Values Scale–Revised. Participants and research context: In all, 119 students of an online registered nurse–to–bachelor of science in nursing program at a Midwest public university who completed entry and exit surveys between spring 2015 and spring 2018 were included in this study. Ethical considerations: This study was reviewed and determined to be exempt by the university’s institutional review board. Findings: The results showed a significant increase in total posttest scores when considering all participants. However, students who took the ethics course after the pretest demonstrated a significant increase in posttest scores, while students who took the ethics course prior to the pretest demonstrated a small increase that was not statistically significant. Significant increases were also found in the professionalism, activism, and trust factors. Discussion: This study supports previous study findings where students scored higher on caring and lower on activism and professionalism factors. The largest gains were made after completing the ethics course. Conclusion: The results suggest that requiring a standalone ethics course in the registered nurse–to–bachelor of science in nursing curriculum had a positive impact on self-reported professional values.

scholarly journals Students’ Perspectives of Factors Related to Delayed Completion of Online RN-BSN Programs

2020 ◽  
Author(s):  
Kechinyere Iheduru-Anderson
Keyword(s):  
Associate Degree ◽  
Qualitative Data ◽  
Program Completion ◽  
Nursing Programs ◽  
Structured Interviews ◽  
Related Factors ◽  
Online Programs ◽  
Bachelor Of Science ◽  
Face To Face ◽  
Content Analyses

Abstract Background There are multiple educational programs for individuals to become registered nurses (RNs), and the transition from an associate degree or diploma to a Bachelor of Science (BSN) degree is vital to healthcare. This study examined the factors contributing to delayed completion or withdrawal from online nursing programs from students’ perspectives. Method Thematic content analyses were conducted on qualitative data obtained from semi-structured interviews ( N = 26). Results Complex factors contributed to delayed completion of online RN to BSN programs, including student-, institutional-, and faculty-related factors. Conclusion This study validated and extends previous studies without delineating students in fully online programs from hybrid and face-to-face programs. Students, faculties, and institutions all have a role to play in facilitating on-time program completion. Recognizing and mitigating the barriers that delay on-time program completion is required to foster nurses to obtain a BSN degree.

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