FHP_IDPTE_Sum_Conference_03

Slide 1: 

Fundamentals for Health Professions: A High School Course delivered via the Internet     Susie Bunt MSN RN IDPTE Summer Conference June, 2003

Objectives : 

Objectives Discuss 3 challenges of delivering Health Occupations courses in rural Idaho Identify 7 steps in the process of Internet course development Describe pros and cons of 3 different delivery systems

Objectives cont’d : 

Objectives cont’d Describe 3 lessons learned from this team’s experience Describe 4 roles of the Internet course manager Discuss the students’ course evaluations

Steps in the Process (Not really linear) : 

Steps in the Process (Not really linear) 1. Identify a need 2. State goal 3. Task Force 4. Convene Committee 5. Choose Delivery Format 6. Develop Course 7. Evaluate the Course

Steps : 

Steps 2. State goal 3. Task Force 4. Convene Committee 5. Choose Delivery Format 6. Develop Course 7. Evaluate the Course 1. Identify a need

Step 2. State The Goal : 

Step 2. State The Goal “…to provide access to the Health Occupations Orientation course to all Idaho secondary students via some form of guided independent study.”

Slide 8: 

South of Lewiston, up on the Prairie near Cottonwood

Steps : 

Steps 1. Identify a need 2. State goal 5. Choose Delivery Format 6. Develop Course 7. Evaluate the Course 3. Task Force 4. Convene Committee

Step 4. Convene a Technical Committee : 

Step 4. Convene a Technical Committee Content Experts Technology Experts Secondary, Post Secondary, and University Administrators

Steps : 

Steps 1. Identify a need 2. State goal 3. Task Force 4. Convene Committee 6. Develop Course 7. Evaluate the Course 5. Choose Delivery Format

Live Videoconference : 

Live Videoconference PRO Simultaneous content Live teacher Decreased teacher travel Decreased budget CON Inflexible time expensive video conferencing equipment

Consider CD-ROM : 

Consider CD-ROM PRO Easy distribution once created No expense for live teacher CON Links and some content rapidly outdated No control over use or content No live teacher interaction

Internet Delivery : 

Internet Delivery PRO Cross platform Easily accessible Convenient schedule Can always be current Cost effective over time CON Bandwidth Replacing humans? Takes time and money

Choosing Developmental Tool : 

Choosing Developmental Tool Cost Learning curve Features Availability WebCT

Steps : 

Steps 1. Identify a need 2. State goal 3. Task Force 4. Convene Committee 5. Choose Delivery Format 6. Develop Course 7. Evaluate the Course

Writers : 

Writers

Development was Administered by LCSC, Educational Technology Dept. : 

Development was Administered by LCSC, Educational Technology Dept. Content Developer Thomas Hennigan, M.S. Web Developers Katie Beers, B.A. Terri Hart, B.S. Director Tom Matney, M.S. Allied Health Coordinator Randy Goss, M.S., R.N. Internet Course Manager Susie Bunt, R.N. M.S.N. C.N.S. Funded By Idaho Division of Professional-Technical Education, (IDPTE) Boise Idaho Gary Lauer, Ph.D., R.T. IDPTE Health Occupations Education Program Manager

Tech Team Challenges : 

Tech Team Challenges Still learning WebCT Teaching Writers Different styles of writers Tracking content Meeting deadlines for course launch date

Challenges of Content Writers : 

Challenges of Content Writers Resources Low computer skills (1998) Decisions Geography

Slide 21: 

Palouse wheat fields North of Lewiston

Slide 22: 

East of Lewiston, along the Clearwater River

Challenges of Content writers : 

Challenges of Content writers Need for consistency in style and format of units Cleaned up by Ed. Tech. or later by instructor (or not) Outline A&P Unit Objectives Intro Content Structure & Functioin Diseases & Disorders Prevention Medical Terminology Related Careers

Technical Committee Report : 

Technical Committee Report Curriculum Guide Available online at http://www.pte.state.id.us/hp/h_cur.htm#Course%20Title

Content Includes: : 

Content Includes: Core knowledge base Careers Helps students make career choices Introduces content of future studies Links for current career information

Part I Topics : 

Part I Topics Unit 1 Careers in Allopathic Health Care Unit 2 Job Seeking and Keeping Unit 3 Communications in Health Care Unit 4 Health Care Industry Unit 5 Leadership and Followership Unit 6 Careers in Alternative Health Care (Mid-course Monitored Exam)

Fundamentals for Health Professions Part I Unit 1 Allopathic : 

Fundamentals for Health Professions Part I Unit 1 Allopathic Allopathic Health Care System Provides information about the allopathic health care system Differentiates between allopathic and complementary or alternative health care systems Careers in Allopathic Health Care

Fundamentals for Health Professions Part I Unit 2 Job Seeking / Keeping : 

Fundamentals for Health Professions Part I Unit 2 Job Seeking / Keeping Resumes Cover letters Job applications Interview process Skills for keeping a job Resignation procedure

Fundamentals for Health Professions Part I Unit 3 Communications in Health Care : 

Fundamentals for Health Professions Part I Unit 3 Communications in Health Care Barriers Listening skills Computer use Subjective vs. objective information Phone etiquette Related careers

Fundamentals for Health Professions Part I Unit 4 The Health Care Industry : 

Fundamentals for Health Professions Part I Unit 4 The Health Care Industry Health care facilities Health care issues Basic human needs Health care team Health care and legislation

Fundamentals for Health Professions Part I Unit 5 Leadership and Followership : 

Fundamentals for Health Professions Part I Unit 5 Leadership and Followership Team building Problem solving Critical thinking Time management Student Organizations Related Careers

Fundamentals for Health Professions Part I Unit 6 Careers in Alternative Health Care : 

Fundamentals for Health Professions Part I Unit 6 Careers in Alternative Health Care National Center for Complementary and Alternative Medicines (NCCAM) Careers in Alternative modalities

: 

Cells Body cavities, planes, and directions Structures and functions of each body system Major diseases in each body system Careers that relate to each chapter Fundamentals for Health Professions Part I Unit 7 Anatomy and Physiology

Fundamentals for Health Professions Part I : 

Fundamentals for Health Professions Part I Unit 7 Anatomy & Physiology I Cells, body planes and directions Circulatory System Respiratory System Muscular System Skeletal System Integumentary System (Unit 7 Monitored Exam)

Part II Topics : 

Part II Topics Unit 8 Anatomy & Physiology II Endocrine System Reproductive System Nervous / Sensory System Excretory / Urinary System Gastrointestinal System (Unit 8 Monitored Exam)

Part II Topics cont’d : 

Part II Topics cont’d Unit 9 Legal and Ethical Responsibilities Unit 10 Infection Control Unit 11 Safety in Health Care Unit 12 Medical Terminology Unit 13 Health Throughout the Life Cycle Unit 14 Wellness and Risk taking Behaviors (Units 9 – 14 Monitored Exam)

Fundamentals for Health Professions Part IIUnit 9 Legal and Ethical Responsibilities : 

Fundamentals for Health Professions Part IIUnit 9 Legal and Ethical Responsibilities Ethics Confidentiality Criminal & tort law Malpractice Scope of Practice Credentialing Regulatory boards Recording/reporting Patients’ Bill of rights Advanced Directives Abuse and Neglect Chemical abuse Related Health Care Careers

Fundamentals for Health Professions Part IIUnit 10 Infection Control : 

Fundamentals for Health Professions Part IIUnit 10 Infection Control Microorganisms Infection Resistance Chain of Infection Asepsis hand washing Standard Precautions Related Careers

Fundamentals for Health Professions Part IIUnit 11 Safety in Health Care : 

Fundamentals for Health Professions Part IIUnit 11 Safety in Health Care Employer/employee responsibilities Safety precautions Reporting injuries Using a fire extinguisher Body mechanics Preventing falls electrical shocks chemical injuries burns Related careers

Fundamentals for Health Professions Part IIUnit 12 Medical Terminology : 

Fundamentals for Health Professions Part IIUnit 12 Medical Terminology Prefixes Suffixes Word Roots Reading Medical Terms Abbreviations Related Careers

Fundamentals for Health Professions Part IIUnit 13 Health Throughout the Life Cycle : 

Fundamentals for Health Professions Part IIUnit 13 Health Throughout the Life Cycle Nutrition Activity and Exercise Personal Nutrition and Exercise Plan Basic Human Needs Challenges Faced by People With Disabilities

Fundamentals for Health Professions Part IIUnit 14 Maintaining Wellness : 

Fundamentals for Health Professions Part IIUnit 14 Maintaining Wellness A. Risk Taking Behavior B. Communication Skills for Healthy Relationships C. Mental and Emotional Wellness

Fundamentals for Health Professions Part IIUnit 14 Maintaining Wellness A. Risk taking Behavior : 

Fundamentals for Health Professions Part IIUnit 14 Maintaining Wellness A. Risk taking Behavior Sexuality Alcohol, Tobacco and Drugs of Abuse Impact of Addictive Behavior

Fundamentals for Health Professions Part IIUnit 14 Maintaining Wellness B. Communication Skills for Healthy Relationships : 

Fundamentals for Health Professions Part IIUnit 14 Maintaining Wellness B. Communication Skills for Healthy Relationships Conflict and Resolution Peer Pressure and Harassment Sexual Assault Date Rape Drug

Fundamentals for Health Professions Part IIUnit 14 Maintaining Wellness C. Mental and Emotional Wellness : 

Fundamentals for Health Professions Part IIUnit 14 Maintaining Wellness C. Mental and Emotional Wellness Mental Health and Illness Stress and Coping Environmental Health

Slide 50: 

(Mental Health Break) Clearwater River, Hwy 12

Teacher’s New Role: Course manager : 

Teacher’s New Role: Course manager Internet Course manager skills Marketing College articulation: develop, promote HOSA advisor

Steps : 

Steps 1. Identify a need 2. State goal 3. Task Force 4. Convene Committee 5. Choose Delivery Format 6. Develop Course 7. Evaluate the Course

Course Enrollment : 

Course Enrollment

Evaluations : 

Evaluations Student evaluations Guided course improvements Guided development of other courses Problem getting evaluations Better return rate online at the end of the course

By the end of this semester I will have completed: : 

By the end of this semester I will have completed:

I would recommend this course to others interested in health careers. : 

I would recommend this course to others interested in health careers.

This course gave me information that is a valuable foundation for any health career. : 

This course gave me information that is a valuable foundation for any health career.

I would like to have access in high school to a Nursing Assisting (CNA) course : 

I would like to have access in high school to a Nursing Assisting (CNA) course

I would like to have access while in high school to a course in Medical Terminology. : 

I would like to have access while in high school to a course in Medical Terminology.

This course is helpful in my decision of whether or not to enter a health career. : 

This course is helpful in my decision of whether or not to enter a health career.

Student Evaluations cont’d : 

Student Evaluations cont’d What students liked best Flexability of Internet delivery Any time, any place (with Internet) Ability to work at own pace Anatomy and Physiology sections Online Quizzes

Student Evaluations cont’d : 

Student Evaluations cont’d What Students liked least Online Quizzes Technology problems Dead links Lack of personal interaction

Goal Met : 

Goal Met “…to provide access to the Health Occupations Orientation course to all Idaho secondary students via some form of guided independent study.”

What’s next : 

What’s next Continue marketing to all Idaho High schools Continue to refine and improve course CNA Course didactic content online EMT Basic course content online

Objectives : 

Objectives Discuss 3 challenges of delivering Health Occupations courses in rural Idaho Identify 7 steps in the process of Internet course development Describe pros and cons of 3 different delivery systems

Objectives : 

Objectives Describe 3 lessons learned from this team’s experience Describe 4 roles of the Internet course manager Describe the students’ view of best and worst of the course

The End : 

The End