| The Ohio University School of Nursing rolled out an | | | | classroom. |
| innovative distance education program this past | | | | Engagement through Technology |
| spring as a means of making a bachelor’s degree | | | | Ohio University School of Nursing Professor Kathy |
| in nursing more accessible and affordable to a wider | | | | Rose Grippa says her experience in a typical |
| range of students. But, the program isn’t | | | | classroom illustrates how the online experience can |
| entirely new—in fact, it’s actually a | | | | be more effective. |
| well-planned update of a degree plan that went online | | | | “When I’m teaching in a |
| six years ago. The recent changes, however, have | | | | classroom…it’s usually the same 25 percent [of |
| been crucial in helping instructors teach their students. | | | | the students] who talk,” she says. “I |
| The school’s revitalized RN to BSN program, | | | | don’t know what’s going on in the heads of |
| launched in March 2009, offers 12 courses through an | | | | the other 75 percent of the class. The whole notion |
| entirely online format that allows registered nurses to | | | | that they’re all engaged while in the classroom is |
| earn a bachelor’s degree in as little as one year. | | | | ridiculous.” |
| Each course, which formerly spanned a full 10-week | | | | In this new RN to BSN format, however, students |
| quarter, can now be completed within five weeks. | | | | are required to engage with the course content. As |
| Students earn course credit by viewing lecture videos | | | | part of their course assignments, students initiate |
| and engaging in online discussion forums that are | | | | discussions in the online forums and give responses |
| overseen by the instructor. As part of the upgrade, | | | | to what they find. |
| the course material has been updated to satisfy the | | | | “From that perspective, students across the |
| newest standards of the American Association of | | | | board learn more,” Grippa says. “I can be |
| Colleges of Nursing. | | | | comfortable knowing that the student in the online |
| The improved online program is supported through a | | | | class have all engaged with the content in the same |
| partnership with Higher Ed Holdings, a service provider | | | | way. They’ve all had to think about it because |
| that recruits students and delivers the technology | | | | they’ve had to produce something.” |
| platform through which courses are offered. | | | | Long-Distance Connections |
| “It really renews and refreshes our courses by | | | | Leite says a strong argument could be made that the |
| using a format that is going to be easier to | | | | online format guarantees a student more attention |
| navigate,” says Randy Leite, Interim Dean of the | | | | from an instructor, even though they aren’t |
| College of Health and Human Services at Ohio | | | | actually in a room with each other. |
| University. “In its previous form, it was an online | | | | “Any quality instructor of an online course will |
| program. So we’re taking an online program | | | | attest to the fact that the amount of interaction |
| and really remodeling it. It really embodies the | | | | with individual class members—and with the class |
| highest values of instructional design for our | | | | as a whole—increases with the online format,” |
| students.” | | | | he says. |
| Continuous Improvements | | | | To remain satisfied in the nursing profession and use |
| Despite the ease of technology that the Higher Ed | | | | their training to meet needs, Grippa says, all students |
| Holdings online platform provides, students still have | | | | should continue their education and raise their skill |
| to work with diligence to satisfy the degree plan, | | | | levels. But, she adds that she has detected a |
| even if they’re doing it from home. | | | | change in nursing students over the last few years, |
| “The faculty and instructors spend a consistent | | | | based on their responses to course content. |
| amount of time monitoring the students and ensuring | | | | “The recognition is there, that a baccalaureate |
| that they meet the course objective,” Leite | | | | degree is something that is professionally |
| says. | | | | valuable—not just another credential to have,” |
| But, the new program is intended as an ongoing | | | | Grippa says. “The point is getting across that |
| work in progress—as an example of a | | | | having the baccalaureate and even the master’s |
| “continuous improvement” system. The | | | | degree is important to improving patient care.” |
| nursing faculty examines the strengths and areas | | | | She sees this happening through her school’s |
| that can use improvements as they teach the | | | | revitalized RN to BSN program. |
| courses, fully expecting to make changes as the | | | | “Nurses are taking advantage of it and their |
| program progresses. | | | | employers are encouraging them to take advantage |
| The result is a dynamic curriculum providing a great | | | | of it,” says Grippa. “And it should improve |
| deal of interactivity between students and faculty, | | | | healthcare. It enhances the type of care that they |
| with the effect of students being individually more | | | | deliver. |
| accountable for their progress than might occur in a | | | | |