November 11, 2011
1.
Division: Health Occupations
2.
Course ID and Number: NURS 161
3.
Course Title: Pharmacology for Paramedic/LVN-to-RN Transition
SHORT TITLE ( appears on student transcripts; limited to 30 characters, including spaces) : Pharm Paramed/LVN RN Trans
4.
Please select the distance education method that best describes how the course content will be delivered to most students taking this class:
CTV
DE 52: One-way video and two-way interactive audio (delivered video and telephone)
ITV
DE 51: Simultaneous Interaction: Two-way interactive video and two-way interactive audio
Online
DE 71: Internet based - Simultaneous Interaction: Session under supervision of instructor not available by line of sight using the Internet with immediate opportunity for exchange between participants.
DE 72: Internet based - Delayed Interaction: Session under supervision of instructor not available by line of sight using the Internet without the immediate involvement of the instructor.
Other
DE 53: Simultaneous Interaction: Two-way interactive audio only
DE 60: Text One Way
DE 70: Audio One Way
5.
Attach course syllabus to this proposal.
6.
What perceived need will this distance education course address?
This online course will allow students in the Paramedic/LVN-to-RN program to learn
Pharmacological Nursing Principles at their own pace. Understanding of this material is essential to continuance in the clinical portion of NURS 60 (L) which provides a bridge to the
RN course curriculum. Students who live at a distance from the Eureka campus will be able to use this format. This material will be a useful review to licensed Paramedics or LVNs or RNs who want to up-date in pharmacological nursing.
7.
Describe in detail how the course content will be delivered and how students will engage this content. Be sure to describe the specific technologies and/or software to be used.
The course content would be delivered through My CR using a variety of technologies including Tegrity. One is video, 5-15 minute clips of a mini lecture, film or patient interview that students would access and view through their My CR web site. Occasionally a link to an article in the library database or various websites will be used to deliver content. Quizzes would be taken online with automatic grading and gradebook entry. Initial contact meeting would occur on the CR campus utilizing a computer lab classroom for instruction in site mobility and later for on-campus mid-term and final exams.
8.
To illustrate the description in #7, describe what students in this course may do in a typical week of this course.
Students would download the weekly assignment and do the readings/activities listed.
Curriculum Approval: 01.23.09
Academic Senate Approval: 03.04.09
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Sometimes they will watch a video in addition to the reading. In the My CR "forum" students will respond to posted questions or write a paragraph about an assigned activity.
Intermittently an assignment will be due and submitted electronically or a quiz will be taken online within a preset time frame. Prior to the major exams or written assignments students may meet in the chat room with faculty or review transcripts from discussion sessions.
9.
Title V mandates “regular and effective” contact between DE students and the instructor. Describe the nature and frequency of instructor-student interactions in this course.
On the first day of class there will be a face to face session in order to explain the format for those new to online instruction. Students outside the area could attend via telephone or
SKYPE. The midterm and final exams will also take place on campus. There will be set dates when the instructor would be in the chat room to talk with students about the content or assignments. Communication with individual students will take place regularly using email, telephone or in some cases in person by appointment with the instructor.
10.
Describe the nature and frequency of student-student interactions in this course.
Students will respond to one another in weekly asynchronous discussion assignments. Student in cohort groups that start at common initiation dates will meet initially in the first campus-based meeting. Student who start asynchronously will not have this opportunity, but will be interacting with the other students in their course group usually weekly when discussing course content and case studies.
11.
Describe how you will identify and respond to students experiencing difficulty in this course.
Throughout the semester students who are not participating in the forum discussion and case study sessions or who are receiving less than 75% on quizzes or written assignments will be approached via email or by telephone to find out what they believe the barrier to be.
Based on the response students would be referred to tutorial services or explore disabled student programs and services. Students will be encouraged to post questions in Discussion
Forums and to email or call the instructor during office hours to discuss problems or concerns. Continuing feedback about assignments and projects will be provided in a timely manner by the instructor.
12.
Will exam proctoring be required?
No
Yes
If yes, who will proctor exams? The midterm and final examination will be proctored by course instructor on the CR campus for cohort groups or provision will be made with the Learning
Resources Center for proctoring of asynchronous student mid-term and final exams. Quizzes will be taken online within a certain block of time. If students from out of the area are taking this course they would follow the process for arranging a proctor through an agreed upon testing site such as a local community college testing center.
13.
Describe how assessments are used in this course to ensure that student work is evaluated effectively and accurately.
In addition to a mid-term and final, there are four other quizzes.
Students will be provided with grading rubrics for assignments or other written criteria will be included in the course syllabus and used to evaluate student's work (e.g. weekly posts and content expectations).
14.
Describe the equipment and staff resources necessary to support the course for students and instructors.
In setting up this site in MyCR, the instructor will be using CR staff resources (Tegrity, My CR and DE support staff) to film several short lectures and have them loaded onto to the course site after making them closed caption.
15.
Describe the contingency plan for this course if access to the delivery system is interrupted.
Curriculum Approval: 01.23.09
Academic Senate Approval: 03.04.09
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All students would be notified by phone or emailed from a delivery system off campus and notified of the problem. If the interruption is lengthy assignments would be mailed to the students and they would be directed to either mail or drop off completed assignments in the
Health Occupations Office.
16.
Both state and federal law require community colleges to design courses to ensure access for students with disabilities, including compliance with Section 508 of the Rehabilitation Act. Please indicate the steps taken to ensure accessibility by checking the Yes, No, or NA boxes below. For further assistance with accessibility and assistive technology, please contact DSP&S.
Yes No NA Requirement and Purpose
1.
The course delivery provides a text equivalent for all non-text elements such as images, animations, applets, audio/video files and art. This will enable a screen reader to read the text equivalent to a blind student.
2.
The course delivery provides descriptions for important graphics if they are not fully described through alternative text or in a document’s content. The description would inform a blind student of what a picture represented.
3.
The course delivery ensures that information conveyed by the use of color is also understandable without color. For example, so a blind or color-blind student could understand a color-coded representation of DNA.
4.
The course delivery provides textual equivalents to audio information (captioning). The text will enable deaf students to know what others are hearing.
5.
The course delivery provides an alternative audio description for multimedia presentations.
The sound will enable blind students to know what others are seeing.
6.
The course delivery ensures that moving, blinking, scrolling, or auto-updating objects or pages may be paused or frozen. The movement can be distracting for students with certain disabilities.
7.
If using faculty web site vs. college provided course management system, the web site identifies, by labeling or other appropriate means, row and column headers. The identification will enable screen readers to discern the headers, which disclose the purpose of the data in the rows and columns .
8.
If using faculty web site vs. college provided course management system, the web site provides title frames and includes sufficient information as to their purpose and relationship to each other. This will help blind students understand the organizational purpose of the frame.
9.
If using faculty web site vs. college provided course management system, the instructor has ensured, through HiSoftware’s “Cynthia Says” http://www.cynthiasays.com/ or other appropriate verification, the usability of pages, and will attach to this proposal evaluation printouts of Section 508 and WCAG—Priority 1 compliance.
10.
My course syllabus recommends that students who require accommodations for a disability, such as accessible formatting of course materials, contact me immediately.
Example: “In compliance with equal access laws, I am available to discuss appropriate academic accommodations that you may require as a student with a disability. Students are encouraged to contact Disabled Students Programs and Services (DSP&S) for disability verification and for determination of reasonable academic accommodations.”
Submitted by: Jan Tatum Tel. Ext: 476-4575 Date: 11/11/11
Approvals:
Department Chair:
Dean, Distance Education Geoff Cain
Division Chair/Director: Pat Girczyc
Review Date:
Review Date: 12/7/11
Review Date: 11/30/2011
C URRICULUM C OMMITTEE U SE O NLY
Approved by Curriculum Committee: No Yes Date : 12.9.11
Academic Senate Approval Date: 12.14.11
Board of Trustees Approval Date: 1.3.12
Curriculum Approval: 01.23.09
Academic Senate Approval: 03.04.09
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