2.50
Hdl Handle:
http://hdl.handle.net/10755/155708
Type:
Presentation
Title:
Identifying Red Flags in Distance Learning Clinical Experiences
Abstract:
Identifying Red Flags in Distance Learning Clinical Experiences
Conference Sponsor:Sigma Theta Tau International
Conference Year:2005
Author:Souder, Elaine, PhD, RN
P.I. Institution Name:University of Arkansas for Medical Sciences
Title:Professor
Co-Authors:Patricia S. O'Sullivan, EdD; Angela M. Staab, MSN, RN, GNP; William N. Dobbins, MPA
Health care professionals increasingly are educated through distance learning. Studies have addressed the effectiveness of on-line teaching of theoretical content; however, implementation, monitoring, and evaluation of clinical experiences have been relatively neglected. In this presentation we discuss methods and results related to efforts to ensure a high-quality, preceptored clinical experience for 20 nursing faculty members in 9 states who enrolled in a long-term continuing education program. Methods: Participants spent 15 preceptored hours monthly engaged in gerontological clinical experiences designed to meet personal and curricular expectations. To guide preceptors we developed a 5-minute orientation videotape that addressed overall goals of the experience, their preceptoring role, and the evaluation process. The preceptors received a copy of the videotape and rated the usefulness on a five-point scale of not helpful (1) to very helpful (5). To monitor participant progress, we contacted preceptors three times in nine months. Additionally, participants described and shared their clinical activities and learning in 15 on-line module discussion boards. Results: Preceptors rated favorably the videotape, mean=4.2 (sd=.53). We established and maintained contact with 13 of 20 preceptors (65%), using letters, requests for evaluations, and telephone calls. 12 of 13 preceptors (92%) reported that their preceptee met clinical objectives. We could not reach 7 of 20 (35%) preceptors despite repeated attempts. Two (28%) ônon-responsiveö preceptors foretold of clinical problems. We identified 3 participants who did not communicate about clinical experiences in the online discussion forum. This finding was followed by eventual withdrawal from the program. Conclusions: In this distance learning continuing education program, there was a need to vigilantly monitor both preceptor and participant involvement. Red flags included lack of our interaction with preceptors and absence of participant clinical discussion online. The on-line activities must be monitored and we recommend direct contact with preceptors, including a video orientation.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleIdentifying Red Flags in Distance Learning Clinical Experiencesen_GB
dc.identifier.urihttp://hdl.handle.net/10755/155708-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Identifying Red Flags in Distance Learning Clinical Experiences</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2005</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Souder, Elaine, PhD, RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">University of Arkansas for Medical Sciences</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Professor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">esouder@uams.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Patricia S. O'Sullivan, EdD; Angela M. Staab, MSN, RN, GNP; William N. Dobbins, MPA</td></tr><tr><td colspan="2" class="item-abstract">Health care professionals increasingly are educated through distance learning. Studies have addressed the effectiveness of on-line teaching of theoretical content; however, implementation, monitoring, and evaluation of clinical experiences have been relatively neglected. In this presentation we discuss methods and results related to efforts to ensure a high-quality, preceptored clinical experience for 20 nursing faculty members in 9 states who enrolled in a long-term continuing education program. Methods: Participants spent 15 preceptored hours monthly engaged in gerontological clinical experiences designed to meet personal and curricular expectations. To guide preceptors we developed a 5-minute orientation videotape that addressed overall goals of the experience, their preceptoring role, and the evaluation process. The preceptors received a copy of the videotape and rated the usefulness on a five-point scale of not helpful (1) to very helpful (5). To monitor participant progress, we contacted preceptors three times in nine months. Additionally, participants described and shared their clinical activities and learning in 15 on-line module discussion boards. Results: Preceptors rated favorably the videotape, mean=4.2 (sd=.53). We established and maintained contact with 13 of 20 preceptors (65%), using letters, requests for evaluations, and telephone calls. 12 of 13 preceptors (92%) reported that their preceptee met clinical objectives. We could not reach 7 of 20 (35%) preceptors despite repeated attempts. Two (28%) &ocirc;non-responsive&ouml; preceptors foretold of clinical problems. We identified 3 participants who did not communicate about clinical experiences in the online discussion forum. This finding was followed by eventual withdrawal from the program. Conclusions: In this distance learning continuing education program, there was a need to vigilantly monitor both preceptor and participant involvement. Red flags included lack of our interaction with preceptors and absence of participant clinical discussion online. The on-line activities must be monitored and we recommend direct contact with preceptors, including a video orientation.</td></tr></table>en_GB
dc.date.available2011-10-26T14:05:56Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T14:05:56Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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