WEB-BASED WEB ENHANCED CURRICULUM

WEB-BASED WEB-ENHANCED CURRICULUM

Carolyn P. Delahoussaye

Mary B. Neiheisel

College of Nursing and Allied Health Professions

The University of Louisiana at Lafayette

Abstract: Technological advancements have made it possible for the University of Louisiana at Lafayette to offer graduate nursing courses via distance-learning modalities. Blackboard software is utilized in all graduate nursing courses for syllabi, assignments, discussion forums, exchanging assignments, etc. Innovations that improve and expand the availability and quality of nursing education and the use of web-based and web-enhanced learning are explored. Innovations developed and discoveries made as a result of technological advancements in distance education are presented. The Blackboard format is explained and examples are given for better utilization of the Blackboard format.

Web-based, web-enhanced, distance learning and teaching, electronic teaching and learning, on-line courses, and compressed video are only a few
of the terms used in reference to the major changes in the modern educational system. In a survey in 2001, fifty-one percent of the colleges that were members of the American Association of Colleges of Nursing were offering some type of web-based course, and sixty-three percent of these colleges had initiated the courses within the previous five years (Potempa, 2001). During the last ten years, millions of dollars, hours, and computer bytes have been devoted to the introduction and the continuation of electronic courses. The primary reasons for the popularity and emergence of these courses are increased accessibility and decreased costs. Other valuable attributes of electronic courses are that they are timely, effective, flexible, diversified, cost-effective, and stimulating. The processes for course development are as numerous and diversified as the number of courses offered in a University. Many questions need to be explored to answer the question of whether or not electronic courses should be offered. In the development of web-based courses for the graduate nursing curriculum the priorities were: a) the purposes, b) the potential value of the courses, c) student needs, d) faculty resources, e) support systems and f) the methods of evaluation. Web-based courses assist in competitive recruiting and retention of students, thus contributing to the alleviation of the global problems of the nursing shortage. “The use of technology is a significant means to increase access to education for adult working students who represent a growing proportion of the undergraduate nursing population. The use of technology in higher education may provide an opportunity to increase the number of faculty-qualified nurses to support education, research, and practice” (AACN, 2003, p.3)

The Louisiana Board of Regents distance learning initiative and expansion grants provided seed money for faculty education related to web-based courses and distance learning equipment. In addition, The University of Louisiana at Lafayette purchased the Blackboard program and developed the nursing courses for web-based and web-enhanced presentation. Blackboard offers a well-organized approach to the development of web-based courses. Blackboard 5 is defined as “the comprehensive and flexible e-Learning software platform from Blackboard Inc. Blackboard 5 delivers a course management system, customizable institution-wide portals, online communities, and an advanced architecture that allows for web-based integration with administrative systems” (www.blackboard.com). The readily accessible categories on Blackboard are announcements, staff and course information, assignments, documents, and external links. Tools include personal information, calendar, grade book, help manual and tasks. Communication includes discussion board, virtual classroom, roster and group pages. Faculty members utilize each of these categories in course development and maintenance. The announcement page is readily accessible, immediately in view for students, and provides pertinent information. The staff information area gives data about the faculty and his/her office hours.

The required courses for the Master of Science in Nursing are offered through Blackboard as web-enhanced or web-based courses. The curriculum includes core courses (nursing research, nursing theories, advanced practice issues), advanced core courses (physical assessment, pathophysiology, and pharmacology), role courses (educator, clinical nurse specialist, administrator, and nurse practitioner), and specialty, thesis and research project courses.

One example of a web-based course is a clinical nurse practitioner role course in which all required hours are spent with preceptors in clinical agencies. Faculty maintain contact with students through Blackboard assignments and electronic mail. Again, the varied categories (announcements, assignments, documents, and communication) are used to present the course to the students; they have access to the syllabus, course and staff information, and assignments. Asynchronous content is exchanged through e-mail, drop box and discussion board. The email function allows students and faculty to communicate with selected individuals or all people enrolled in the course. The drop box provides a convenient and confidential exchange of assignments between each student and the professor. The objectives of the course are based on the final competencies expected of the students at the conclusion of the course. Included in these objectives are the provisions of holistic, comprehensive management of illness and health promotion, development of skills in critical thinking and diagnostic reasoning, collaboration with team members and referrals. One of the most flexible areas in Blackboard is Discussion Board (found in course tools) in which forums may be created. Forums in discussion board are accessible to all students and are used for interactive assignments, clarification of issues, and queries regarding the course. Forums may be named and their use described, and valuable asynchronous exchanges can occur among students and faculty. Critical thinking, decision-making, communication skills, and sharing of information can be evaluated. “Co-morbidities” is an example of interactive learning in a Clinical practicum course that is totally presented on Blackboard discussion board forums, and has been judged to be a positive learning experience. Students are grouped by the patient they follow and the diagnosis they conclude, following a series of questions and a listing of differential diagnoses. Completing this assignment will engage students in interactions with faculty and students; teamwork and cooperation with classmates and peers, and mentoring of classmates, and will assist students in the use of critical thinking skills.

In the nineteen eighties, web-enhanced and web-based courses were judged to be essential components of nursing education, and the belief was that many colleges and universities would be utilizing this technology by the turn of the century. Indeed, this has proved to be true, and now on-line courses in basic, graduate, and continuing nursing education are available. There is a need to attract more students to impact the growing shortage of nurses in the nation. Web-based courses have increased current nursing students’ accessibility to courses and will continue to attract additional students into the profession. Nursing programs need to be competitive and faculty members must be current, interesting, creative, and innovative if students are to be attracted and retained by institutions. Student needs of increased knowledge, achievement, and preparation for the work force must be met through only the highest quality education, and this is the challenge for faculty. The Web- based Learning Resources Library offers thousands of references related to distance learning in higher education. In addition, information is available on web-based models, funding for distance learning, courses in distance learning, and evaluation and standards.