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Transforming N325: Redesigning the Context of Health Care Delivery Course

Learn about the innovative redesign of N325 to address issues such as heterogeneous student groups, outdated content, and lack of congruency. The new "blended" learning model enhances student engagement with standardized content, automated quizzes, and relevant nursing practice activities. Projected cost savings and increased efficiency highlight the benefits of this transformation.

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Transforming N325: Redesigning the Context of Health Care Delivery Course

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  1. N325 Context of Health Care Delivery I Linda Hickman, PhD, RN, FACHE University of Maryland School of Nursing Course Redesign Initiative

  2. N325 Issues/Problems • Heterogeneous students • Large course enrollment • Lack of congruency • Limited understanding of content application • Dated content and materials

  3. N325 Redesign A Replacement Model • “Blended” learning environment selected. • Content standardized for all students & sites. • Exams reviewed and revised. • Automated non-graded quizzes included. • Group activity replaced individual papers.

  4. Student Learning • Learner plays an active role. • Online modules allow for self-direction. • Online quizzes provide immediate feedback. • Tests based on module objectives. • Activities relevant to nursing practice. • Consistency across delivery methods.

  5. Projected Cost Savings $100 to $125 per student • Increasing #students per section, 35 to 90. • Decreasing #classroom sections from 5 to 2. • Decreasing #faculty from 6 to 4. • Decreasing faculty coordination workload. • Decreasing technology cost using online modules.

  6. N325 Pilot Phase – Spring 2008 • Evaluate by comparing traditional course to redesigned course performance. • Conduct faculty and student interviews. • Summer 2008 – Continue to revise based on evaluations and feedback. • Fall 2008 – Implement course.

  7. N325 Context of Health Care Delivery I Questions?

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