Rewind and Reflect…

This final blog post was jointly written by Twana, Melinda and Stephanie.

Start of the tracks

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Welcome to our final blog post. The  journey of creating our “Medical Terminology Course Prototype” over the last few months could be described in a variety ways. It was a journey that included  learning, challenges and at times frustration. Other days were filled with optimism, brainstorming, creativity, team building and collegiality. 

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Medical Terminology for the Pre-Nursing student was a course that our group decided to develop to foster success for students entering any general nursing program. Each of us as nursing instructors have seen deficiencies among our various nursing programs regarding this content.  Due to the ever expanding and complex knowledge requirements that nursing students require, they are  provided with minimal curriculum hours that specifically address medical terminology. Medical terminology, in most nursing programs, is delivered to students over a few short hours where students are introduced to the basic components of the medical language. From there it is the expectation that students Image result for nursing puzzledbecome fluent in the medical language as an adjunct of other courses and clinical experiences. The ability to learn medical terminology is difficult and at times confusing due to the fact that many medical terms are based on Latin, a language that most are unfamiliar with.     Picture Source

Throughout the course semester each of us has blogged about our decision to develop such a course and our individual experience with students and their difficulties with the Image result for positive learningmedical language. Further to that discussion our blog posts describe in detail our process of choosing Canvas as our LMS. We underwent numerous growing pains and a steep learning curve on this journey but in the end, we are very proud and confident that our course prototype, after a bit of tweaking based on our peers reviews, could assist nursing students in the attainment of a firm introduction to medical terminology.  Picture Source

In the first few weeks and planning phase, we trialled various learning management systems including, Moodle, Brightspace and Canvas.

Image result for winner isFinally, as a team, we jointly decided on Canvas as the LMS for our prototype. Through each of our past blog posts over the course of the semester we discuss the reason why we chose Canvas but ultimately it was because  we found it to be the most user friendly of the three LMS systems and wanted to try something that none of us had worked with before. Although some of you as peers blogged about the annoyance of the phone calls from Canvas, we found the support to be exceptional. If we had a question during the project we would email or call and get a response within 24 hours. The “help”Image result for Help link was great and often times watching a quick video would get us up and running if we ran into a glitch. We did find the loading times slow for our content within our modules and perhaps the LMS was not as functional on a smartphone as a computer but overall we would recommend it to others.

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We showcased our learning by incorporating a variety of technological tools discussed throughout the semester for our module teaching content. We incorporated flipgrid for
Image result for hold onintroductions to give students a voice and used assessment tools built into the LMS such as quizzes to demonstrate the functions available within the LMS.
Although we thought our prototype was ready to go live we found through constructive peer feedback some things we would change and fix before we would make this happen.                  Picture Source

 

 

 

First off we want to thank those peers that took the time to provide our group with such thorough and constructive feedback in regards to our course prototype. It was nice to hear Image result for Thank youthat our course was user friendly, easy to navigate  and specific to the targeted audience. We appreciated that our viewers found our activities both engaging and student centered. Here are some of the minor things that we would change.

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One specific comment that was mentioned in regards to our prototype was that it may be nice to provide users more opportunities to interact and ask questions in a more informal manner, such as through the use of discussion forums. This is a great point, and something that our team did contemplate. We decided against the idea of open and informal discussion forums as our course is asynchronous in nature. After receiving this feedback our group revisited this discussion. We have concluded that an informal Image result for student centered onlinediscussion forum might be a nice component to add to our course to foster a feeling of community among the students. Because this course is designed to be taken before students commence their nursing program, one can assume that many of the students registered in this course will eventually be  taking their full-time nursing program together. By allowing students to potentially gain a sense of community and develop relationships prior to actually starting in their course could only foster success and develop a potential peer support system.

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Other useful and appreciated feedback was in regards to appearance and ensuring that text size and audio was user friendly. Ensuring text size is at an appropriate size and that screens can be maximised are important pieces of information that would defiantly be addressed if our course were to go live. Furthermore, ensuring audio presentation was delivered in an appropriate form such as screencastify was helpful.

Another thing that we now realize that we could have done a better was explaining our Image result for whyrationale as to why we picked our LMS. Each of us had  blogged about this point as to explain as to why we picked Canvas and therefore did not include the rationale in our course syllabus. Here are the links to our past blog posts that describe each of our thoughts and rationals: Twana, Melinda and Stephanie.

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We also now realize we could have included additional resources and specific information on our course profile for EAL and Indigenous students that may be enrolled in our course. We did make the assumption that students would have English proficiency and good academic standing in order to be accepted into the nursing programs but did not recognize this within the profile. We would also include some discussion on socioeconomic and cultural considerations as this is something that we did not include. This was consistent feedback and will definitely be taken into consideration.

We appreciated the feedback that recognized the components that were showcased in Image result for appreciated the feedback our ECI 834 learning and the various tools incorporated within our three modules such as screencastify with google slides, adobe spark and voice over PowerPoint. We attempted to demonstrate our knowledge and the functionality of Canvas by using assessment tools (i.e. quizzes) built into the LMS as well as various other tools which increased student interaction prior to implementing our course.  Picture Source

 

Part of the blog prompt for this week was to include our course profile. Within our course prototype we called this the “syllabus”. We have included what we had in our course below.

EC&I 834: Medical Terminology
Saskatchewan Polytechnic
Spring Semester 2017
Online Course – Asynchronous
Instructors: Stephanie Grand, Melinda Pelletier & Twana White
Email: SMTmedicalterminology@gmail.com

Stephanie Grand

Office: Parkway  Rm.252

Twitter:@stephgrand1

More @: Stephanie.grand@saskpolytech.ca

Melinda Pelletier

Office: Parkway Rm. 200.10

Twitter: @sauvepelletier

More @: Melinda.pelletier@saskpolytech.ca

Twana White

Office: Wascana  Rm.731.2

Twitter: @twanalw

More @: Twana.white@saskpolytech.ca

Video conferencing will be available to students every Wednesday from 7pm-8pm Central time. Facilitator will be available for questions and any assistance you may need with the course. Please join the conference at this time if you so wish!!

1.0 Course Description and Objectives

1.1 Course Description

This online course examines introductory medical terminology to pre- nursing students entering a nursing education program.

This 8 week mandatory non-credit course will be offered through asynchronous online facilitation upon acceptance and prior to beginning a Saskatchewan Polytechnic Nursing Education Program.

Passing grade: 50%

1.2 Course Objectives

This online course will focus on three modules:

  • Describing structure of medical terms
  • Identifying accepted abbreviations of medical terms
  • Exploring body positions and planes

2.0 Resource Materials

Chabner, D. (2015). Medical terminology: A short course (7th ed.). St. Louis, MO: W. B. Saunders.

3.0 Special Needs

It is the responsibility of students who  may have a disability, injury or illness and feel they  require academic accommodation to contact course facilitators following contact and assessment with Saskatchewan Polytechnic Learning Services at (306) 775- 7436

3.1 Attendance and Punctuality

This 8 week asynchronous online course allows the learner the flexibility and freedom  to self schedule their learning. Although learners can migrate through the course content at their own pace, we have included a weekly schedule to demonstrate the time most students require to complete each module successfully.

4.0 Assignments

Assignment #1-Module 1.5 (30%)- Multiple Choice Evaluative Quiz

Assignment #2-Module 2.5 (30%)- Multiple Choice Evaluative Quiz

Assignment #3-Module 3.5 (35%)- Describe and document the wound or identified area of images.

Assignment #4- Participation (5%)- Discussion participation   

5.0 Saskatchewan Polytechnic Policies

Policies and procedures have been developed to fulfil the vision, values and mandate of the organization and include the following series, academic, advancement and alumni, facilities, finance, general administration, health and safety, human resources, information management, international, materials management, research and scholarly activity, and student services.

An annual policy notification process is in place to meet the organisation’s obligations to ensure employee and students are aware of their individual rights and responsibilities related to Saskatchewan Polytechnic Policies. This notification appears annually at the start of each school year. When you log into your Saskatchewan Polytechnic user account, an online annual policy notification screen will appear and you will be required to electronically acknowledge receipt of the notification.

Please read and refer to Saskatchewan Polytechnic policies to help guide your experiences while you are a student in the Pre-Nursing Medical Terminology course.

For more information and a complete list of Saskatchewan Polytechnic policies and procedures, please visit the schedule and Saskatchewan Polytechnic website  (Links to an external site.)at and look for “Policies and Procedures” under the section titled “About–> About us–> Policies”

6.0 Weekly Schedule

Week       Content               Assignments and Readings   
Week 1    Introduction
  • Complete your Canvas profile
  • Complete Discussion Post #1
  • Readings for Module One
Week 2    Module One
  • Compete instruction online video provided
  • Complete learning activity
Week 3
  • Submit Module One evaluative tool
  • Complete Discussion Post #2
  • Readings for Module number two
Week 4    Module Two
  • Complete instruction online video provided
  • Complete learning activity
Week 5
  • Submit Module Two evaluative tool
  • Readings for Module number three
Week 6    Module Three
  • Complete instruction online video provided
  • Complete learning activity
Week 7
  • Submit Module Three evaluative tool
  • Complete Discussion Post #3
Week 8
  • Submit final project
  • Complete online course evaluation

7.0 Online success strategies

Top 5 strategies for success in online learning:

  1. Devote consistent blocks of time to the class
  2. Communicate regularly with the professor
  3. Engage with your classmates
  4. Begin your work early
  5. Remember that online classes vary greatly

If you would like to access our course in full detail, here are the directions to do so.
Click here
User name/log in:
eci834student@gmail.com
Password:
student123

Although we can not respond to all the feedback from all reviews, we have read and considered it all in detail. Unfortunately it was challenging to recognize all feedback when Image result for grow and learnsome of the feedback was evaluative and judgemental in nature. We are grateful to the peers that looked at this exercise as an opportunity to assist colleagues to grow and learn from each other. To those peers that felt this was an opportunity to be overly critical and analyze every small detail our course prototype we choose to respectfully decline your feedback and not respond in detail at this time.

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Once again, we want to thank everyone for the honest and constructive feedback. If we Image result for constructive feedbackwere to go live with our prototype we feel all of the feedback provided would prove to be very useful and ultimately facilitate the student and their success.

 

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Summary of Learning…It’s been an amazing journey

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It’s been a real journey taking my first EC&I class ever. I have learnt so much along the way from everyone in this class and I thank you for that!

To showcase my summary of learning, I have chosen to do this project with Twana and Stephanie. No surprise I know! They have been the best to work with and could not ask for better partners. We have been their and guided each-other along this learning journey…even if it felt like the blind was leading the blind at times!

Photo Credit: sepyle86 Flickr via Compfight cc

Please click here to view our final learning summary! Hope you enjoy it! We had a lot of fun making it and are very proud of how this turned out!

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Thanks to Alec and Katia for great semester. Again thanks to all of my classmates and colleagues who have made the semester so meaningful to my learning. The collaboration and sharing is greatly appreciated!

Learning preferences change with time

Last week’s reading from Bates talks about the unique pedagogical differences between text, audio, video, computing, and social media. When I started reflecting on the Bates
chapter and the blog prompt question, “what are your learning preferences when it comes to digital resources (e.g., print, audio, video, other)?” It stopped me dead in my tracks. It made me think back to my personal struggles with learning in K-12.  So this is really a loaded question for me to answer as I feel it has changed over the years.  So if you have time and want to hear my personal story here it goes.

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As a young child in school, learning did not come easy for me. I struggled with learning and behavioral issues in my middle years which carried over into high school. I was not interested in school and wanted to be a social butterfly. Well if you know me, this would probably not shock you at all.

Photo Credit: mitchell haindfield Flickr via Compfight cc

I continually was being assessed for a learning disability, which was never identified. It was just concluded I was a “bad” kid that was struggling with learning. In high school I was able to figure this out more for myself. I think maturity, respect and an interest in learning started to help with this shift. The struggle was still there because I was not interested in “what” I was learning and I still wanted to be a social butterfly.

Stephanie’s blog talked about having a choice in what material to read in school to engage the learner. I do think that having a choice in the material you read does play a large part in your engagement of the material and learning. You have to hook students with Image result for hook clipartwanting to read and learn before getting them to read material they might not want to read (ie: history – not my choice).

In high school, the only class that may have been of interest to me was biology. However, that teacher and I did not get along so I just found myself spending more time in the office than in the classroom learning. However, when I was there I remember him showing one cool video. More specially, this was about the structure and function of the heart.

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The video was primarily a visual and auditory (from what I remember) of someone dissecting a cow’s heart. I found this a powerful way to learn and believe this were my love for the human body started. Thank you Bio30.

I left high school still not knowing what I was going to do with my life and thought I was too dumb to go to university. I always had dreams of becoming a nurse but never thought I would have be able to.

After upgrading some grade 12 classes I was accepted into Bow Valley College to become a licensed practical nurse. Nursing, the human body and caring for people was something I wanted to be learning about and became very passionate about.  I worked hard to understand what kind of a learner I was and used as many resources as possible to help me learn. I remember trying to get a program (cannot recall the name of it) to help read my textbook to me.Image result for read to me However, I just found myself wasting hours of time trying to figure out the program. Therefore, I just found myself reading chapters over and over until I understood it. My notes would turn into pictures. I would talk myself through a concept while drawing it out to better understand something.

I have placed the above video to show how my notes would look. However, YouTube was not known to me at that time and many of the resources we have now were not available. Despite all the odds, I excelled in this program and my passion for learning was evident.

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I now ask myself, did I find what interest me to learn or did I find my learning style? Was my lack of interest in school the problem all along? Or was it something else? Learning Styles Photo Credit: London Permaculture Flickr via Compfight cc

As I have progressed with age, more education and now teaching, I find myself using more digital technology to help with my learning and teaching strategies. I would have to say that my learning preferences have changed several times over the years because of the changes with technology. However, as of right now when it comes to my preferences with digital resources I cannot just pick one or two, I prefer a combination of them all. This was even more evident when I found my new love for Khan Academy. The video below would have truly helped me gain a richer understanding of complex content such as a myocardial infarction shown in this video. Within this video, they draw pictures and use words while explaining the content verbally. This why this would be my learning preference when it comes to digital resources.

Videos like this one would have been life changing for me in nursing school and I would have benefited greatly from it. However, I do find myself now using these video resources during my instruction with nursing students and have received positive feedback.

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I do agree with Adam Krammer when he said,

“video use should be a supplemental learning and teaching tool, but should not be the sole learning/teaching tool.”

We as educators need to ensure we are still “teaching” and not just relying on YouTube video’s to educate our students.

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Are you using Khan Academy? Is this your learning preference when it comes to a good digital resource with audio, visual and text? What else do you use?

 

 

Moodle Mission has been aborted

 

I need to start this week’s blog post by saying that our plan of using Moodle as our LMS (Learning management system) was a failed mission. When Alec, Katie and everyone else said Moodle was not user friendly they were not kidding. We should have just listened. However, being the stubborn nurses that we are, we thought we would be up for the challenge.Challenge

Photo Credit: Varsha Priya Flickr via Compfight cc

 

 

Like I mentioned in last week’s blog, we were going to use Moodle as our platform because I use URcourses with my employment . Those reasons were not good enough to keep us wanting to us Moddle after we started to attempt to navigate it. After researching Moodle and being frustrated we started to shift gears and started researching more on Canvas. This was a much easier LMS to use. It was a no brainier that we needed to switch. It is always nice to learn something completely different anyways.

In this weeks EC&I class we discussed several different content creation tools. I found it amazing to hear about all the tools that are out there (and for free for the most part). Every single tools almost was new to me. I could not wait to get out there and start playing around with them all.
Photo Credit: benhosg Flickr via Compfight cc

Being new to the teaching role and technology world, I quickly become overwhelmed but yet completely fascinated with what I was doing. I was not able to use them all however, I did starting looking at many of them. Within this blog post you can see tools from Powtoon and imovieIt was so much fun playing around on them. Easy to use and very easy for anyone that is a beginner like me.

I have looked at a few other classmates blogs – Stephanie and Carla, and look forward to checking out many more tools like EDpuzzle and Adobe spark.

Believe me when I say that this was a big step for me. It might not seem big for many of you that are already using these tools. My clips in this weeks blog took my hours to create.


Photo Credit: Paul L Dineen Flickr via Compfight cc

I do not use technology to the extent that is out there. How do you keep up with this ever changing world of technology? I guess one could say, don’t get behind is a good start! I am not to far behind to learn.

Photo Credit: ale_borba Flickr via Compfight cc

 

 

 

 

I have always had my “tech savvy” husband that put together family pictures and videos. No excuses anymore. I will be creating our homemade family movies in an even better way now.

Here’s my first attempt. Meet my pride and job, Jayla!

Have you used imovie before? What way have you been able to incorporate this into the classroom? Do your students use it?

 

Virtual reality education and medical terminolgy

As nursing faculty, we want to engage our students to explore and participate in ways that suit their individual learning styles and needs. The use of various emerging technologies such as virtual reality virtural realityand high- fidelity simulation has been proven to be an effective way in teaching and learning in nursing.

 

 

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The School of Nursing at Saskatchewan Polytechnic, has been incorporating these learning technologies for many years now. Check out our simulation centre.

These tools attempt to imitate clinical environments and facilitate realistic experiences. For example, clinical scenarios can be developed electronically or in high-fidelity simulation labs and be delivered to students offering a safe environment to practice important skills like making clinical decisions, information retrieval, and assessment and diagnostic reasoning. The intent is to increase their level of confidence. make for a safe learning environment and grow their clinical judgment and decision making  for safe competent practice in future.

Stephanie and I have discussed the benefits and drawbacks to virtual reality education within nursing on many different occasions. While reading her blog post from EC&I 833 class on virtual reality, it echoed some of my concerns with this means to educate. It makes me wonder if the benefits would outweigh the drawbacks? Do you lose the “Human Connection” ? More over, what if students don’t have access to devices or the financial means to purchase the programs? Would this be mandatory for the nursing education program or optional?Image result for benefit and drawback

However, technologies such as virtual reality can play an important role in teaching clinical skills to the next generation of nurses – and without causing harm to their patients.

Getting to my point….How does this fit with our group’s medical terminology course prototype that I mentioned last week in my blog

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I feel virtual reality education could play an important role to better understanding medical terminology for nursing students. Nurses need to understand this language to be able to communicate and understand critical aspect to their job on a daily basis. If there is not a clear understanding of the terminology, there are risks for potentially life threatening consequences to happen.

Medical terminology can be hard to learn, no fun and rather boring.

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What if virtual reality education could transform this? Nurses need to be able to communicate inter-professionally with confidence. Virtual reality could assist by allowing students the time to practice this in a safe, non stressful environment – with immediate feedback. Twana’s blog post video was a great example of how students struggle with pronunciation of these terms. Incorrect pronunciation is a fear that many nurses and nursing students have when communicating in and among professionals. Virtual reality education would allow for hands on practice.

I would love to say that we will be able to build some form of virtual reality tool into our course prototype, but I can not see this happening in the short amount of time we have. However, I do see value in virtual reality education for medical terminology education. 

As for our course prototype we have decided to use moodle as our platform (I know, I know, painful right?). Being that I am an nurse education within the SCBScN program which collaborates with the University of Reginawe use URcourses (Moodle platform). Due to the nature of the courses I primarily teach in now, I have not had to do much work on URcourses directly. Therefore, this was a great opportunity to learn more about Moodle before I have to take on more URcourse coordination responsibly in my very near future.

I look forward to digging deeper into the course prototype development and the Moodle platform with my partners in crime – Stephanie and Twana.

Group meeting scheduled for Friday, February 3, 2017.

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“itis” of the WHAT? Come again?

Guess who’s back?

Melinda’s back! Back again! Back for the second class of #ECI834. I must confess, I was also a parking lot dropout with Twana last semester for ECI 833. I didn’t drop the class because it seemed too hard or that the content was way over my head. OK, just a little over my head. However, I dropped it because I knew I would want to try and learn it all and take it all in. The thought of taking two classes and having a work, grad student, and life balance, would be next to impossible to actually obtain. So parking lot dropout I was.

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In this week’s blog post I would like to introduce and discuss my online and blended course prototype development assignment for my #ECI834 class. Stephanie, Twana and I will be working on this project together as we all work within the school of nursing with Saskatchewan Polytechnic. While the three of us were discussing this assignment we wanted to pick a topic that not only was interesting for us but also something that could be brought back to aid students and the nursing program overall. As we were brainstorming for topics in nursing, we discussed how students always struggle with medical terminology.

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Nursing textbooks

What is medical terminology? Every profession has its jargon, a specialized language that allows for quick and efficient communication between members of the same profession while attempting to minimize misunderstandings. It is in everyone’s interest to be an insider when it comes to medical terminology Being familiar with medical words makes your visit to the doctor less intimidating and, more importantly, enables you to make clearer decisions about your health along side your doctor.

Medical terminology is a specialized language used by health care practitioners including nursing. Just like a foreign language, it has its own vocabulary and ways of stringing together words in an understandable matter for everyone format. But, unlike a foreign language, you come across medical terminology every day in magazines and newspapers with articles about new drugs, diets, new medical treatments and on television shows like Grey’s Anatomy.

As you can tell from this short YouTube video, that medical terminology would be hard to understand and verbalize without some type of training and understanding. This is why we have decided to do our assignment on medical terminology for nursing students.

We are yet to finalize if our prototype development assignment will be an online and/or blended course. We are in the early stages of developing this medical terminology
course and hope to gain more knowledge about online and blended courses to aid in our decision moving forward.

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If anyone has any thoughts on online versus blended learning for a medical terminology course from their perspective, we would love to hear from you!