Download Distance Education in Nursing, Second Edition (Springer by Jeanne M. Novotny PhD RN FAAN, Robert Davis BSN RN PDF

By Jeanne M. Novotny PhD RN FAAN, Robert Davis BSN RN

Detailed a Doody's center name! the second one version of the award successful Distance schooling in Nursing keeps to provide easy introductory info on distance instructing and studying and now brings the appliance of newly constructed computing device expertise to this setting. every one bankruptcy offers real-life distance schooling stories of either lecturers and scholars, and describes ways that distance schooling has stronger the standard in their nursing schooling. As a nurse educator, even if amateur or specialist, you'll take advantage of this publication, written by way of such special members as Diane Billings, Suzanne Hetzel Campbell, and Marilyn H. Oermann.

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Additional resources for Distance Education in Nursing, Second Edition (Springer Series on the Teaching of Nursing)

Sample text

Course and module objectives must be behavioral, measurable, and clearly linked to both individual class session objectives and to assignments, projects, and examinations. Difficult content should be broken up into small bites. To the extent possible, liberally sprinkle it with visuals. Most people are highly visual learners; photos, graphics, and, if possible, videos should be incorporated into their learning materials (Horton, 2000). Difficult content is almost always somewhat boring to read, so the teacher can add interest if visuals are colorful.

Typically, these courses have one or more intensive on-campus class days followed by some weeks or months of Web-course work. Some teachers feel that these types of courses overcome the limitations of a Web course (loss of the face-to-face meetings between instructor and student, and loss of demonstrations that teachers believe can be done only in person), but allow people to be distance students because they require only a few days of on-campus work. Many college faculty are of the opinion that people who “really want the education” can afford and arrange to get to campus for the few days or so of intensive on campus instruction that blended courses require.

In fact, good students will rightly complain if a course doesn’t teach them anything new. It is essential that administrators listen carefully to student complaints and discriminate between complaints that have validity and complaints that are based on a student wanting an unfairly high grade. There should be a peer review process in place so that the quality of courses can be checked. Obviously, student evaluations of a course are one important source of information about the quality of a course (either online or on-campus).

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