Tools and Strategies for Clinical Teaching, Evaluating and Grading Learning Outcome, Timing of Evaluation for Online Courses In Nursing Education

Nursing Education and Tools and Strategies for Clinical Teaching, Evaluating and Grading Learning Outcome, Timing of Evaluation for Online Courses

Tools and Strategies for Clinical Teaching In Online Nursing Education, Evaluating and Grading Learning Outcomes In Online Nursing Education, Timing of Evaluation for Online Courses In Nursing Education.

Tools and Strategies for Clinical Teaching In Online Nursing Education

    Although the clinical practice experiences with clients required in nursing cannot be provided online, the tools and strategies that are the strengths of the OLC can be used to support clinical experiences for students and nurses (Babenko Mould et al., 2004; Billings et al. ., 2005; DeBourgh , 2001; Lashley, 2005; Vinten & Partridge, 2002). 

    Several types of clinically focused courses lend themselves to being offered in an online environment. For example, Lashley (2005) found that in a physical assessment course students could learn the clinical skills and clinical decision making that were the outcomes for the course. 

    Faculty can use e-mail and chat as well as discussion forums to link students to their instructors, classmates, preceptors, expert nurses, health care professionals, and clients in the broader community of professional practice. The knowledge learned in the didactic course is applied in the clinical teaching environment. 

    Here apprenticeship strategies, use of preceptors, and interaction with colleagues facilitate knowledge transfer. For example, Nesler, Hanner, Melburg , and McGowan (2001) found that prescribed clinical experiences for students in online courses were important components for professional role socialization, and Billings et al. (2001) found that use of good educational practices within the online course correlated highly with socialization and preparation for real world work. 

    Stewart, Pope, and Hansen (2010) used clinical preceptors in an online program for students seeking an accelerated BSN degree; Students who worked with clinical preceptors during five courses reported being well prepared for the real world of nursing practice. 

    When clinical courses use preceptors, orientation of the preceptor is imperative and should include information about teaching and evaluating, as well as information about the course and course procedures (Billings et al., 2006; Stewart et al., 2010). 

    In the triad model in which the student, preceptor, and faculty collaborate to promote student learning, the preceptor may be invited to participate in the online course and thus share clinical insights and connect clinical practice to concepts being taught in the online classroom. 

  The online learning environment has also been used for preconference and postconference discussions associated with a particular clinical experience (Babenko- Mould et al., 2004; Daroszewski , Kinser, & Lloyd, 2004b). 

    For courses in which students are dispersed throughout a range of clinical experiences, the online environment provides an ideal setting for bringing students together to share experiences and apply content to demonstrate attainment of clinical learning outcomes. 

    For example, when directed journaling and reflection were used following a clinical experience in an advanced practice community health course, Daroszewski et al. (2004b) found that students used critical thinking, demonstrated socialization, and had increased understanding of course content. 

  Babenko- Mould et al. (2004) found that students' self-efficacy for nursing competencies improved when they participated in an online computer conference associated with a clinical practicum. Increasingly, the online learning environment has become a resource environment for students and practicing nurses. 

    Here, links to research findings, evidence for practice, and access to information about drugs and therapeutic interventions provide the basis for informed practice. As students acquire the skills, knowledge, and values of the profession rather than memorize facts, online resources and their access to them through mobile devices will become increasingly important.

Evaluating and Grading Learning Outcomes In Online Nursing Education

    Evaluation is as important in online courses as it is in the classroom or clinical practice environment. Best practices indicate that evaluation begins with clearly stated and communicated learning outcomes or competencies; provides students with an opportunity to learn and practice the expected behaviors and receive feedback during the learning process; and concludes with judgment or “grading,” indicating the degree to which learning has occurred. 

    Special considerations for these evaluation practices as they pertain to the online environment are discussed here.

Timing of Evaluation for Online Courses In Nursing Education

    Evaluation in online courses, particularly those courses that are fully online, assumes greater significance because of the asynchronous nature of the course and the potential lack of face-to-face communication. 

    Faculty must therefore be deliberate about the timing of the evaluation and thoughtful in choosing evaluation strategies and providing feedback throughout the course. Formative evaluation occurs during the course and is essential to learning in online courses. 

 Case studies, critical thinking vignettes, and self-tests provide students with opportunities to practice and receive formative evaluation when teaching feedback is included in the test or scenarios. Adapting assessment strategies to the online learning environment is another way to help both students and faculty gauge students' understanding of course concepts. 

    For example, a CAT such as an online “muddiest point” or electronic survey early in the course can help faculty to modify the course or teaching strategies as the course progresses. Taking advantage of the features of an online grade book will help students keep track of their own progress. Summative evaluation occurs after students have had the opportunity to learn and apply course content. 

    Eval. Strategies that are particularly effective include written work, games, debates, discussion, portfolios, electronic poster presentations, and tests (Bloom & Trice, 1997; Reising, 2002; Rossignol & Scollin, 2001). Evaluation in online courses should take advantage of the course management tools such as discussion forum, e-mail, testing, and portfolio management. 

    Online grade books assist students in tracking their own progress and, to the extent possible, in determining when they are ready for summative or final evaluation such as taking a final examination.