Course Redesign ePortfolio Showcase
Explore the open teaching ePortfolios that capture faculty’s course redesign experiences and accomplishments. Each ePortfolio opens the faculty’s and institution’s practices for others to learn, adopt, and adapt for their own instructional needs.
|Virtual Clinical Labs in Medical Surgical Nursing Course
This project aims to redesign the NURS220 course, a 4 unit intermediate medical surgical nursing theory course, that is offered in the spring and fall quarters of each academic year, it is a required course for nursing major. The purpose of re-designing this course is to first, improve the quality of this course, by introducing nursing students to the e-learning method known as "Virtual Clinical Excursions" (VCE), and second, to investigate nursing students' perceptions about the effectiveness of implementing the VCE in improving their learning experiences and learning outcomes. Third, to provide students with access to virtual hospital setting in which they will have self-paced time, and safe virtual space to perform intermediate medical surgical nursing care for virtual patients.
|Abuatiq, Alham||CSU San Bernardino|
|Implementation of Online Adaptive Learning for Pre-nursing Students
CHEM 5 was designed at the request of the Department of Nursing to allow pre-nursing students to fulfill the GOB chemistry prerequisite in one semester. Due to extremely broad content coverage from three major areas of chemistry (general, organic, biochemistry), the course is conducted at an accelerated pace, which is problematic for students who don't have the proper preparation. Student performance is strikingly bimodal, with 40% of the students receiving A's and B's and nearly as many (35-40%) receiving D's and F's. The average GPA of pre-nurses admitted to the CSUS BSN program is greater than 3.9/4.0, meaning students can afford only one B and nothing lower than a B in their high-stakes prerequisite courses. Here, we evaluate 1) pre-semester assessment tools for gauging student readiness and 2) on-line adapative learning for improving student performance in CHEM 5.
|Roberts, Linda||CSU Sacramento|
|Adapting Virtual Clinical Excursions Simulation Technology for Nursing Course: Management of Maladaptive Behavior
Nursing Students are required to obtain a minimum number hours of clinical practice per the board of registered nursing. Nursing instructors are monitoring and evaluating 10 students during any clinical day. If students participated in online e-learning and hybrid learning, (i.e. flipping the clinical) in addition to virtual clinical /simulation then the quality of instruction would improve. Eventually, if this flipped clinical model is to be proven useful, the number of students per clinical site, as well as the number of students admitted to the program could increase due to the use of simulation and additional online education.
|Modlin, Susan||CSU Chico|
|Use of Shadow Health in Adults with Complex Health Alterations for Nursing Course
NURS 411 is a required course in the prelicensure nursing program at California State University, Fullerton. This course includes management of the adult with complex health alterations. The course enrolls approximately 75-80 students annually. After completing the NURS 411 course students are then placed in a capstone course where they must connect all concepts and use critical thinking and time management learned from this course. The NURS 411 course assists in improving critical thinking skills which are necessary not only in the course but in the capstone course and prepares them for the national licensing examination following graduation.
|Jung, Deanna||CSU Fullerton|
|Enhancing the Adult Care Management Nursing Course with Innovative Learning Strategies
The purpose of this redesign project is to enhance student learning through the addition of vSim patient scenarios into the Adult Care Management I course. The course will use a flipped design to allow students to review key concepts and lower level learning outcomes in readings and recorded videos prior to class. Additional technologies including Clickers, case studies, Prep U, and Camtasia recorded lectures will be used to enhance student engagement and achievement of higher level learning outcomes.
|O'Leary-Kelley, Colleen||San Jose State|
|Hybrid Course Redesign for Nursing Major
This course is required for all Health Sciences (HSCI) majors to take at California State University, Northridge. Due to the tremendous growth in the HSCI Department's population of students, the Department has had difficulties in recent years offering enough sections for students needing to take the course, finding a sufficient number of instructors to teach the number of sections required to meet the need of students attempting to enroll in the course, and attempting to locate classrooms for needed sections of the course. Redesigning the course to a Hybrid design will hopefully allow for the opportunity to increase the number of seats available in a section, add more sections of the course without the need for additional classroom space, and make recruitment of instructors for multiple sections easier without increasing the burden on the recruited instructors.
|Bahr, Kaitlin O.||CSU Northridge|
|Shadow Health: Augmenting Health Assessment with a Virtual Patient Simulator
This is an undergraduate course for novice nursing students. Students should leave the course with skills that provide the foundation for the entirety of their nursing career, focusing on how to effectively and succinctly interview and examine their future patients. For those with innate skills, this can be accomplished with the traditional teaching styles. For many others, however, there are not enough opportunities to refine those skills given the high student to faculty ratio. To redesign this course, a couple of major changes were made: 1) a Digital Clinical Experience was added to the course, giving students additional opportunities to interview and examine patients in a virtual lab, and receive immediate feedback on their performance; and 2) a flipped classroom model, providing additional opportunities for students to engage with the content, with the hope of improving their interview and exam skills.
|Bodan, Rebecca||Bodan, Rebecca|