Chabot College
Online Course Proposal Form
2009-10
Course Title & Number: Adult Health III
Nursing 60C
Faculty Name: Connie Telles
Course Delivery Method (check one):
 Online (all instruction is online)
 X Hybrid online (instruction occurs both online and on campus)
 Other (please describe) The theory portion of the class (12 hours of lecture) will be online/on campus. This course also includes 144 clinical hours which will remain unchanged.
First Semester To Be Offered: Spring 2010
1.
Input from Colleagues and Administrators
As you develop your proposal and build your course, please consult with your colleagues
and do some background research, including the following:
 a. Meet with Instructional Designer (Lisa Ulibarri) for initial consultation and
Blackboard training. Date(s) completed: I have been using Blackboard now
for over 5 years. I contacted Lisa over the summer 2009 and she suggested that I
review the instructor content on the Blackboard Help for Faculty site. I did
complete this in July.
 b. Review similar courses. Are similar courses offered online at other
colleges? If so, note the college(s). I reviewed the similar online courses
offered by nursing instructors. The courses were Nursing 58 and 87, and Business
71.
 c. Meet with your Division Dean and subdivision colleagues to secure preliminary
support for offering this course via Distance Education. Date completed: I
contacted the nursing director (Nancy Cowan) and the dean (Dale Wagoner) by
email in July 2009 with regards to my plans. Support was given by both parties.
 d. Consult with other faculty experienced in DE. With whom did you consult?
_Nancy Cowan and Farah Mofidi. Date completed: August 15th 2009.
 e. Review your completed proposal with your subdivision colleagues. Attach a
separate page listing attendees, meeting date, and a summary of the
recommendations or reservations of your division/subdivision. Meeting will be
on August 13th at 1:15 with the nursing faculty. See attached page with attendees
names and recommendations.
2.
Student Benefits
How will this course meet student needs? Are there learning opportunities made
possible in an online or hybrid online course that might not be available in a
traditional course? Nursing graduates need to be knowledgeable regarding
1

3.
informatics as most hospitals now include online modules for competency
courses. Having the last class in the nursing program (leadership) online will
facilitate the transition to online learning. These students have clinical hours on
Tuesday through Saturday. Monday is when this class is offered and the
students are typically exhausted after completing a full clinical week and would
benefit with the flexibility in getting the necessary information in an online
format.
If this course has previously been offered at Chabot using this delivery method, what
have you learned from prior instructors that will influence your instruction in this
course? I have been incorporating Blackboard for the past 3-4 years in this
course and assignments include a discussion question of the week regarding
clinical experiences. Evaluations from the students indicate they enjoy the online
format. I have been the instructor for this course for over 5 years and at this
time in the program the students are excited to graduate and their attention
span is limited on Monday afternoons.
Course Content Delivery
 The total number of contact hours in your course should approximate the equivalent
number of hours required in an on-campus setting. For example, a 3-unit course
typically meets on campus for 54 contact hours of instruction, assessment, discussion,
and group activities. In the Carnegie unit system, students are also expected to invest
two hours “outside of class” for every hour in class on reading, studying, preparing
assignments, and other homework; these additional hours are not considered to be
“contact hours”. Account for the contact hours in your proposal. Contact hours for
the theory portion of this class include 12 lecture hours over a 6 week period.
Using the Carnegie unit system students will need to spend 4 hours each week
doing “outside of class” activities which equals 6 hours per week for a total of 36
hours..

What percentage of the course will be on-campus, if any? What percentage of the
course will consist of online lecture, video, podcasts, email, supplemental websites,
CD-ROM, etc.?
On campus:
ATI comprehensive RN exam
= (3.5 hours - proctored)
ATI Leadership/community health and critical thinking exams
= (3 hours - proctored)
Practice interviews
= (3 hours)
Final exam
= (0.5 hours - proctored)
= 10 hours (30% class time)
Online:
3 classes on line lecture (podcast)
= 5 hours
Assignments (delegation worksheet/ novice to expert paper/ resume)
= 3 hours
Discussion board with a weekly question (one hour to research and
write the question each week)
= 6 hours
2
End of nursing program evaluation
Assigned reading 1.5 hours each week
Supplemental websites (CA-BRN)
Non-proctored leadership exam (ATI)-2

= 30 minutes
= 9 hours
= 30 minutes
= 2 hours
= 26 hours (66% class time)
Will any portion of your course be synchronous, requiring students to be online at the
same time? If so, describe those activities, and how you will provide flexibility for
students who may be unable to participate at any given time. There will not be any
synchronous online requirements. The on-campus requirements will be enforced.
4.
Nature and Frequency of Instructor-Student Interactions
 How and how frequently will you interact with your students? This should include
interactions with the entire class, providing feedback on assignments, and
interventions when students are at-risk of dropping or failing due to poor performance
or participation. The discussion board will be reviewed each week and occasional
comments by the instructor will be added. The discussion board comments will
be graded using a rubric that is included in the syllabus. Assignments will be
turned in using the digital drop box and will include comments and grades. The
instructor will be available online for a virtual office hour each week. Office
hours are also posted in the syllabus for any student that requests a meeting.
 For each type of interaction, describe why you believe it will be effective for this
particular course. With this being the last course in the nursing program the
students encounter a lot of stress and with the discussion board they share their
fears and concerns with each other. Since the students have assignments all over
the Bay Area in local hospitals they sometimes don’t see each other except for
Monday class. With the use of the computer they keep in contact.
 I am a recent graduate from a doctoral program and I have taken online classes.
I think the most important aspect by the instructor is to return emails in a timely
manner with a goal of 24 hours. In this way the student feels supported. The
computer is the best way to communicate with students.
5.
Nature and Frequency of Student-Student Interactions
 Describe opportunities in your course for student to student interaction. This may
include discussions, group projects, peer review of assignments, and other
approaches. Consider how students interact in this course when taught on campus;
how can you build this type of learning community online? Students will be
communicating with each other on the discussion board. Requirements will
include responding to each other by offering support and guidance as this is a
leadership course.
6.
Assessment of Student Learning
 How will you assess learning in this course? Given the nature of online courses, how
does your assessment plan ensure a level of academic integrity with which you’re
comfortable? I am comfortable with the integrity of this course as the tests will
be proctored on campus. When reading the assignments I can tell if plagiarism is
apparent and honesty is stressed throughout the nursing program. A statement
3

will be included in the syllabus that any attempt at cheating will result in a zero
for the assignment and possible dismissal from the nursing program.
Describe how your assessment plan is consistent with your stated goals in the student
benefits and student-student interactions sections of your proposal. How will you
provide feedback to students? Students will receive feedback each week as the
grades are posted for each assignment. The grade is posted within 7 days of the
due date. The discussion board entries are not graded until the end of the six
week course. At any time a student can request a formative evaluation.
7.
Technology
 Describe any special software or multimedia tools you plan to utilize in your course
(Articulate, Camtasia, Captivate, Flash, podcasts, videocasts, etc.). This is helpful to
determine technology support needs. I will need to put the lectures on Blackboard
using PowerPoint. This can be a completed using Camtasia, podcast or videocast
platforms.
8.
Accommodations for Students with Disabilities
 Is any required video close-captioned? Is any required audio accompanied by a
transcript? If you plan to use any multimedia (video, podcasts, specialized software),
is that accessible to your students in terms of both software availability at home and
on campus and accessible for students with disabilities? Have you provided alt-tags
for your key images used in your course? Please meet with the DSRC if you need
help in ensuring accessibility for your students. Pencil and paper tests and
additional time is available for students with documented disabilities with
exams administered in the DSRC. Any other disabilities will need to be discussed
with the instructor at the onset of the course and accommodations will be made
as appropriate.
9.
Submit your proposal (electronic version via email and hard copy via campus mail)
to the chair of the Committee on Online Learning.
Faculty signature: _______________________________
Date: _______________
Division Dean signature: __________________________
Date: ________________
4