M adisonville C ommunity C ollege Online Integrated Nursing Program

1. Madisonville Community CollegeOnline Integrated Nursing Program Michael Wayne Rager, DNP, PhD(c),MSN, FNP-BC, CNE(c), APRN Associate Professor The Nursing Boot Camp “Marching to Success”

2. Introduction • Shortage of Nurses Projected to Continue to Increase • it is estimated that more than 1.2 million new and replacement nurses will be required to assure the United States is cared for by the year 2014 (Allen & Seaman, 2008) • Increased Need for Flexible Scheduling & Economical • students’ desire course and materials to be easily navigated and well designed, and the course should be convenient, and flexibly accessible (Murphy-Mancuso, 2007) • Distance Learning is Equal to Ground Based Learning • students in the online environment perform better in comparison to those in face-to-face classes (Chaney, Chaney, & Eddy, 2010) Student Perspective of Online Learning Video

3. Introduction • Change in Student Dynamics • given the continual refinement of technology, and fluctuating economic times, it is likely that more adult learners will seek distance learning to meet their educational goals. The students encountered in higher education are more technologically advanced and desire easily accessible methods to learn (Allen and Seaman 2008; Dykeman & Davis, 2008; Muse, Whitaker, & Griffin, 1999) • Financial and Physical Resources Contained • the economic downturn, rises in unemployment rates, less than desirable jobs, and rising fuel costs will continue to make online education more desirable to prospective students (Allen& Seaman, 2008) • the brick and mortar colleges are challenged to meet these needs, often unable to admit qualified students given inadequate number of faculty (e.g. nursing faculty), classrooms, and clinical site. Many colleges are responding to the needs of the nation through expanding course offerings, and programs through distance learning methods (Nadworny, 2008).

4. Purpose of Program • Increase the number of Licensed Practical Nurses and Registered Nurses utilizing technology based learning (TBL) • Provide Services that support and minimize potential barriers • Innovative Academic Support • VANA® • Enhanced Advising Services • Seamless transition to higher level of education • Preparation and advising for transfer to four-year institution • Students have access to RN-BSN coordinator on-site

5. Purpose of Program • Streamlines LPN and RN curricula by combining them into one program • Creates avenue to either continue or postpone education with reduction of content redundancy • LPN RN BSN

6. Benefits of Virtual Learning • May continue to manage family and workforce responsibilities while advancing education • perform better and appear to retain more information in comparison to those in the traditional classroom and successful upon NCLEX (Chaney, Chaney, & Eddy, 2010; Nadworny, 2008)

7. Program Overview • Attractive to traditional and non-traditional student • Traditional • Desires integration of technology • Generation X and Y (Millennial) Students • Flexibility • Non-traditional • Need to continue employment • Flexibility

8. Admission Overview • State Registered Nurse Aide • Required of all students entering 1st semester • Licensed Practical Nurse Licensure • Required, if entering 3rd semester & outside of program into 3rd semester • Additional Pre-requisits • Computer, Sciences, Communications, and English • Entrance exams • COMPASS® • TEAS® • Blind Admission Process • Extra “readiness credit” for previous online course work

9. Curriculum • Modular Format • Parallels current “brick and mortar” courses • 1st and 2nd semester courses LPN & RN students learn together • Builds needed “team-work” while in student role • Encourages collaborative learning in future courses • May only repeat same module one time • Remediation requirements for each exam scoring below 76%.

10. Curriculum • Clinical/Lab Practice • Use of iTouch(evidence based practice) • Limited on-campus requirements • Scheduled one to two days per week • Minimizes interruption to work and family schedules • Benefit of one-one instruction and “real-life” • Evolve case studies • Elsevier Virtual Clinical Excursions • Simulation lab/Layered learning • Established number of hours per module

11. Boot Camp • Developed by online program faculty vision & informal research • Eased transition for the online learner to learning environment (e.g. Blackboard) • Opportunity to connect with faculty and peers • Began as three day program • Student Evaluation • Incoming students each required to attend duration • currently enrolled students no longer required to attend each day • Presently two day session • Encompasses variety of faculty and staff

12. Boot Camp • Active learning strategies • Practice with nursing skills • Medicaid Nurse Aid (MNA) • Licensed Practical Nurse (LPN) • Practice with technology and academic resources • Blackboard® • Microsoft Office® Applications • Email Etiquette • iTouch • Online Library Resources • Academic Integrity • Study skills

13. Boot Camp • Practice & Demonstration of Nursing Skills • Medicaid Nurse Aid (MNA) • Basic nursing skills, such as vital signs, ROM, etc. • Licensed Practical Nurse (LPN) • Randomly assigned skill • Ensures competency • Assists faculty in identifying learning needs • Basic skills not repeated in curriculum • Required to demonstrate skill effectively • If unsuccessful must demonstrate in second attempt

14. Boot Camp • Practice with technology and academic resources • Blackboard® • Navigation • Practice Testing • Discussion Boards • Wimba Classroom

15. Boot Camp • Practice with technology and academic resources • Microsoft Office® Applications • Word, Excel, and Outlook • Email Etiquette • iTouch • Online Library Resources • Academic Integrity • Study skills

16. Boot Camp • Practice with technology and academic resources • iTouch • Student E-mail Set-up • Practice with custom software package • Online Library Resources • Academic Integrity • Study skills

17. Boot Camp • Online Library Resources • On-demand videos • Databases • Services offered

18. Boot Camp • Additional Academic Resources/Expectations • Academic Integrity • Student Code of Conduct • Plagiarism • Student Program Handbook • Academic Skills for Success • Study skills • Time-management • Test-taking strategies for nursing exams

19. Final Thoughts and Questions Email: michaelw.rager@kctcs.edu

20. References Allen, I.E & Seaman, J. (2008). Staying the course: Online education in the United States. Sloan Consortium. 1-28. Retrieved from http://www.sloan-c.org/publications/survey/pdf/staying_the_course.pdf Chaney, D., Chaney, E., & Eddy, J. (2010). The context of distance learning programs in higher education: Five enabling assumptions. Online Journal of Distance Learning Administration, XIII (IV). Dykeman, C.A. & Davis, C.K. (2008). Part One-The shift toward online education. Journal of Information Systems Education, 19(1), 11-16. Murphy-Mancuso, J. (2007). Distance education in nursing: An integrated review of online nursing students’ experiences with technology delivered instruction. Journal of Nursing Education, 46(6), 252-260. Muse, C.T., Whitaker, G., & Griffin, S. (1999). Distance learning: A step toward transforming a community college. Journal of Adult Education, 27(1), 18-23. Nadworny, E. (2008). Online programs help colleges train more nurses. Community College Journal, 78(6), 14-15.