Online RN to BSN Nursing Peer and Faculty Self-Evaluations: Content and Processes

2.50
Hdl Handle:
http://hdl.handle.net/10755/158133
Type:
Presentation
Title:
Online RN to BSN Nursing Peer and Faculty Self-Evaluations: Content and Processes
Abstract:
Online RN to BSN Nursing Peer and Faculty Self-Evaluations: Content and Processes
Conference Sponsor:Western Institute of Nursing
Conference Year:2005
Author:Birkholz, Gloria, RN, MEd, JD
P.I. Institution Name:University of New Mexico Health Science Center
Title:Professor
Contact Address:College of Nursing, MSC09 5350, University of New Mexico, Albuquerque, NM, 87131-1061, USA
Contact Telephone:505-257-8862
Co-Authors:Geoff Shuster, Linda Petri
Purpose/Aims: The combination of the recent nursing shortage, emphasis on distance education, and efforts to develop programs that educate nurses where they work in small rural communities has made distance education a major focus for nursing education. The purpose of this study was to examine the content and processes of a 5 year old fully online RN to BSN program to identify areas that were effective and ineffective. Rationale/Background/Conceptual Framework: The University of New Mexico College of Nursing has offered the university's only fully web-based program, an RN to BSN nursing program, since 1999 to reach a largely rural, Hispanic and Native American Indian populated state. Less than 50% of the state's 1.8 million population are non-Hispanic white. This online program had never been systematically evaluated even though the program has graduated over 200 RNs during these 5 years. Evaluation of the current program is the first step in a feedback loop process to identify areas of strength and weakness of the current online program. Methodology: The eight courses which constitute the RN to BSN web-based program were self evaluated by the all faculty instructors who together are the population of interest for this study (N=8). Each course was then separately and independently evaluated by a single peer emeritus faculty. All evaluations used the Robert Wood Johnson Partnerships for Training Learner-Centered Online Instruction Evaluation Instrument. Results were collated by the project administrator and analyzed for similarities and differences by the co-investigators. Results: Course content: Faculty generally rated themselves lower in expertise in most areas compared to peer evaluator ratings. However, faculty rated themselves as expert in providing clear learning goals and assignment instructions; in contrast, the peer faculty evaluator identified wide inconsistencies in clarity of goals and assignment instructions within and among courses. The peer evaluator also noted that the course content was designed almost totally for the visual learner. Course Processes: Faculty and the peer evaluator all agreed that online discussions were not working well. Discussions did not enhance critical exploration. In the evaluation of the learning community, the course faculty self evaluations indicated faculty believed they were helping to create an online learning community. The peer evaluator differed markedly from the faculty, concluding that there was no evidence in any course in the program that adult learning community approaches were used to try to create a community of learners. Implications: Data from the study suggest individual faculty are strict evaluators of their own expertise but do not see how their course content and processes align with other courses and therefore an entire RN to BSN online program. The independent peer evaluator pointed out the necessity to: adopt increased adult education practices, agree on a standardized program course presentation format, expand assignments to address the non- visual learning styles and the need to modify online discussion to stimulate higher thinking skills. Funding Support: HRSA 2003-2006, Grant #1D11HP00706-010 Expansion and Retention of New Mexico Rural and Underrepresented RNs.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Western Institute of Nursing

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleOnline RN to BSN Nursing Peer and Faculty Self-Evaluations: Content and Processesen_GB
dc.identifier.urihttp://hdl.handle.net/10755/158133-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Online RN to BSN Nursing Peer and Faculty Self-Evaluations: Content and Processes</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Western Institute of Nursing</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">Birkholz, Gloria, RN, MEd, JD</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">University of New Mexico Health Science Center</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Professor</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">College of Nursing, MSC09 5350, University of New Mexico, Albuquerque, NM, 87131-1061, USA</td></tr><tr class="item-phone"><td class="label">Contact Telephone:</td><td class="value">505-257-8862</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">gbirkholz@salud.unm.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Geoff Shuster, Linda Petri</td></tr><tr><td colspan="2" class="item-abstract">Purpose/Aims: The combination of the recent nursing shortage, emphasis on distance education, and efforts to develop programs that educate nurses where they work in small rural communities has made distance education a major focus for nursing education. The purpose of this study was to examine the content and processes of a 5 year old fully online RN to BSN program to identify areas that were effective and ineffective. Rationale/Background/Conceptual Framework: The University of New Mexico College of Nursing has offered the university's only fully web-based program, an RN to BSN nursing program, since 1999 to reach a largely rural, Hispanic and Native American Indian populated state. Less than 50% of the state's 1.8 million population are non-Hispanic white. This online program had never been systematically evaluated even though the program has graduated over 200 RNs during these 5 years. Evaluation of the current program is the first step in a feedback loop process to identify areas of strength and weakness of the current online program. Methodology: The eight courses which constitute the RN to BSN web-based program were self evaluated by the all faculty instructors who together are the population of interest for this study (N=8). Each course was then separately and independently evaluated by a single peer emeritus faculty. All evaluations used the Robert Wood Johnson Partnerships for Training Learner-Centered Online Instruction Evaluation Instrument. Results were collated by the project administrator and analyzed for similarities and differences by the co-investigators. Results: Course content: Faculty generally rated themselves lower in expertise in most areas compared to peer evaluator ratings. However, faculty rated themselves as expert in providing clear learning goals and assignment instructions; in contrast, the peer faculty evaluator identified wide inconsistencies in clarity of goals and assignment instructions within and among courses. The peer evaluator also noted that the course content was designed almost totally for the visual learner. Course Processes: Faculty and the peer evaluator all agreed that online discussions were not working well. Discussions did not enhance critical exploration. In the evaluation of the learning community, the course faculty self evaluations indicated faculty believed they were helping to create an online learning community. The peer evaluator differed markedly from the faculty, concluding that there was no evidence in any course in the program that adult learning community approaches were used to try to create a community of learners. Implications: Data from the study suggest individual faculty are strict evaluators of their own expertise but do not see how their course content and processes align with other courses and therefore an entire RN to BSN online program. The independent peer evaluator pointed out the necessity to: adopt increased adult education practices, agree on a standardized program course presentation format, expand assignments to address the non- visual learning styles and the need to modify online discussion to stimulate higher thinking skills. Funding Support: HRSA 2003-2006, Grant #1D11HP00706-010 Expansion and Retention of New Mexico Rural and Underrepresented RNs.</td></tr></table>en_GB
dc.date.available2011-10-26T20:32:32Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T20:32:32Z-
dc.description.sponsorshipWestern Institute of Nursingen_GB
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