AET/515
Human Anatomy I
Jack Calhoun
Instructional Plan | Slide 30
Needs Assessment
1.
What is the learning problem or opportunity?
The Kelsey Community has multiple different health care facilities: The Kelsey Medical Center (which
consists of Kelsey Hospital), Fuller Community Hospital, and Taylor Ambulance Company. With so
many
medical facilities, there is going to be numerous career opportunities within the medical
field, yet, despite this Northwest Valley Community College does not offer any courses that could lead to a
career in
Nursing, EMT, or any other medical field. The learning problem is that the community
college is not
providing courses that will allow the community members to seek a career in the health
field.
2.
What is currently available?
Currently, Northwest Valley Community College does not offer any courses to introduce students to the
medical field. This includes any prerequisite courses, such as Chemistry, Biology, or Anatomy. While
the Boardman Corporate University does offer a course in CPR Training, you have to be an employee of
Baderman Island Resort to enroll in the course.
3.
What should be available?
Many nursing programs have entrance requirements, which are a list of classes that students need to
pass with a “C” or better before they can apply to a nursing program. These are often classes such as
Anatomy I and II, Physiology I and II, General Microbiology, Chemistry, Developmental Psychology,
Kinesiology, Basic Concepts in Nursing Practice, etc … Northwest Valley Community does not offer any
classes that meet these prerequisites. While the college should look into starting a Nursing, they can
start by offering some general courses that would allow students to meet the pre-reqs required to get into a
nursing program.
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Needs Assessment Cont.
4. Explain the gap analysis between what is available and what should
be available.
The medical field is constantly growing. There is a current need for Nurses and other medical care providers.
Since the community of Kelsey does have several medical facilities, this need most likely applies to them. It
simply does not make sense that a community college that is centered around multiple medical facilities would
not offer classes that would their community members an opportunities to presume a career within the
medical field. Not only that, the college does not even provide the basic classes that a student would need to
take prior to applying to a nursing program. To state, the community needs to expand their classes to offer
courses such as Human Anatomy, General Microbiology, and Kinesiology, which would allow student to take
the pre-req and transfer to another to enroll in an actual Nursing Program.
5. What is your recommended solution for filling the gap?
It is difficult for any college to just create a complex certificate program over night. No doubt, it will take
several years to get an actual Nursing Program up and going. That is why I recommend that Northwest Valley
Community College starts by opening up a Human Anatomy I course. After this initial course is establish, they
can open up the second required course, Human Anatomy II. They can start by determine all of the pre-req
courses that are required to get into the nursing program, and offering a new course each year. If the initial
interest to get into Nursing is that high from the start, then the college can possibly pilot a Nursing Cohort by
putting all interested students in the same class, and providing them all with a common academic advisor.
Instructional Plan | Slide 30
Instructional Goal
For Human Anatomy I
• Students will be expected to demonstrate mastery of the anatomical
terminology, cells and tissues, the muscular system, and the nervous
system as demonstrated through exams, quizzes, laboratory exercises
and discussions.
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Performance-Based Objectives
For Human Anatomy I
• Given a list of 200 anatomical terms, students will correctly
define the terms and explain the significance that that specific
part or process has on the human body by the end of the
semester.
• Given a blank diagram of the muscular system, students will be
able to identify all parts of the muscular system and explain their
function and significance by the end of the semester.
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Summative Assessment and Learning
Outcomes
To evaluate the learning outcome, students will:
•Be given an exam where they have to define all 200 anatomical terms. In addition to providing the correct definition,
students will have to explain the significance of that term. For example, if it is a body part, where is it located and
what is its function? If it is a procedure, what happens during the procedure and why is it necessary? If it is a
system, what does the system do and how does it effect the rest of the human body?
•Be given multiple quizzes and an exam with a blank diagram of the human muscular system. Students will have to
label all of the muscles and explain the function of each muscle.
•Complete numerous laboratory exercises where they will have to identify the different structures of tissues and cells.
They will also have to complete labs where they identify the different layers of tissues, describe the difference
between each layer and discuss the function of each layer.
•Be given multiple quizzes and an exam with a blank diagram of the human nervous system. Students will have to
label all the parts of the nervous system, explain their function, and describe/discuss how all parts of the nervous
system work together.
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Learner Characteristics
For Human Anatomy I
The learner characteristics:
The Human Anatomy I class will consist of 20-25 students. Since at this current time, Human Anatomy I is listed as just a
regular science class (and not necessarily connected to a Nursing Program), there will probably be more females then
males. Most to the students enrolled will be in their early to mid-twenties. They will come from all different backgrounds
and ethnicities, and have all different types of personal and work experiences.
These learners will have an ambitious and hard working attitude. While at times they might become overwhelmed with
the amount of information required for the class, they will understand the significance of the content and see this class as
one step closer to their final goal. Since the class will have such a young audience, the majority of the students will be
tech savvy, and will look for ways to incorporate technology into their education. While you can expect to have a variety
of different learners, the majority of the students will be spatial, kinesthetic, and interpersonal.
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Learner Characteristics Cont …
What are the implications to your instructional plan based on these
characteristics?
These specific characteristics will have multiple implications on my instructional plan. Because the students are
younger, it is important to be strict so that they take the content and course seriously, while still providing them
with a safe and friendly learning experience. I would be sure to incorporate as much technology as possible
throughout the course. Students would be encouraged to bring their own electronic devices, and I would teach
them how to use the devices to enrich and enhance their study skills.
In addition, I would would always provide students with a variety of different visuals, to help them better
understand all of the anatomical terminology and body systems, and how each part functions and works with the
entire body. Prior to our exams and quizzes, I would give my students ample time to review the information and
take multiple practice tests. Since the content can be burdensome, I would want to give my students
opportunities to assess what they know and what they need to know. This would hopefully not only teach them
study skills for when they do enter into a nursing program, but it would also give them confidence prior to taking
an exam.
For my kinesthetic and interpersonal learners I would incorporate as many lab and group activities as possible.
Hopefully, through the hands on experiences, the students will have a better understanding of the content and it
will be easier for them to recall and apply the content. Through working in groups, I hope that they will learn
how to work as a team and collaborate with each other. I also hope that it will help them build a strong support
group, so they know they have people they can turn to if they ever feel like the content and expects are just too
much.
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Learning Context
For Human Anatomy I
This section includes the following:
•
The majority of the classroom instruction will take place in a regular classroom setting. The classroom will
be set up in a manner that will allow me to easily move the class from a lecture into a group activity.
Multiple times throughout the course, students will be required to do various labs. At that point in time,
students will either report to the college lab, or I will bring lab equipment into the classroom for students
to work with.
•
At this point in time, the intended application setting for Human Anatomy I is the classroom and the lab
environment. Students should be able to prove they have mastered the concepts through classroom
discussions and exams. In the lab setting, they should be able to demonstrate mastery through properly
completing the labs and then comparing, applying, analyzing, and synthesizing their discoveries. Of
course, the long term intended application for the knowledge learned in this class is the workplace.
Hopefully, students will use the content they acquired in Human Anatomy I to get into a Nursing Program.
There, they will use this information on a regular basis, include in their internships, and eventually in a
hospital with their every day work.
•
All of the content that students learn in Human Anatomy I is expected to be applied to their every day
experiences in a hospital. Since the majority of the learning they will experience in this course will take
place in a classroom, it is important that I make how the content transfers over into their career
transparent. As a result, I will be sure to incorporate as many team activities as possible. This way, the
students will have an opportunity to work with groups of people, just as a Nursing Team would. I would
also make sure that I explicitly explain and bring in real life stories and examples, so that the students can
clearly see how learning about terminology, cells and tissues, and the systems of our body will have a
direct impact on their future career.
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Delivery Modality
For Human Anatomy I
The majority of Human Anatomy I will be delivered through an instructor-led course. Since there is so much content
to cover, and since the idea is that the students will be using the class as a pre-requisite to get into Nursing School, it
is best that the students experience the face-to-face instruction provided by traditional classroom setting. This will
allow the instructor to form a more personal relationship with each student, and for the students to create connections
between their fellow classmates. This portion of the class will be primarily synchronous, since the teacher will be there
to facilitate discussions, and since students will be able to ask questions and receive immediate feedback.
Since most of the learners will be in their early twenties, the class will have an emphasis on using technology to
enhance their educational experience. I will have a class website available to the students that will act as an education
tool. This website will feature online discussions, class calendar and documents, and a general question forum. This
part of the class will be primarily asynchronous. Students will be required to participate in weekly online discussion
posts. Each week, I will post a discussion question to either reinforce a concept we learner or help preview a new
concept that will be introduced. Students will respond to the initial post, and have an opportunity to reply to their
classmates comments. In addition, I will make sure that I have an updated calendar listed. This way students will
always be able to see what we did in class and know what assignments and tests are coming up. I will also record our
class lectures and post them on-line; either as videos that they can watch from a class website or as a podcast. This
will give students an opportunity to review key class discussions as they need to. I will also upload all of the class
documents and handouts. If students misplace something, they will be able to print out a copy online. In addition, I
will also have a general question forum, where students can contact me with any questions. Of course, I will be
updating and adjusting my website through the course to make sure it is a tool that meets all of my students learning
needs. (University of Wisconsin-Madison, 2011).
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Instructional Strategies
• Getting into a nursing program is competitive. One of the over arching goals of the Human Anatomy I class is to
prepare students as much a possible, so that they are accepted into a nursing program and that they experience
success while there. As a result, the idea is to have the Human Anatomy I class mimic a class that students will take
once in a nursing program. That way they will have experience with the general format of the class and accustom to
the amount of rigor. As a result, the students will be required to learn all of the major systems of the body. They
will have to be able to identify all of the body parts, muscles, and organs that construct the systems and explain how
each individual structure works and what its purpose is. They will have to memorize over 200 anatomic terms, and
be able to define them and explain the significance. They will also have to participate in simulation labs, where they
will have to “process” the lab, as if they were doing a procedure on a patient. This information will primarily be
taught in a lecture based style, but students will have numerous opportunities to engage in collaborative group
activities, lab settings, and use technology. (College of Nursing, 2013).
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Instructional Strategies
Continued…
• The following instructional strategies will be used to facilitate instruction:
1) I will select texts that my students will be able to understand and comprehend. Since the content in itself
is going to be rather complex, I want to make sure my students are not overwhelmed with a textbooks or articles
that are going to be to complex. I will be sure to pick class documents that contain numerous visuals and an
appropriate vocabulary. My goal is for my students to be able to read an article and learn from it. If the texts I
supply them with are too intense, their energy is going to be focused on the reading, not on the content that they
should be learning. (Schreiner, 2013).
2) I will break the body down into system. Instead of jumping from one organ to the next, I will teach the body in
terms of systems. Students will need to have an understanding of the purpose of each system, and what body parts
play a role in each system and how they play that role. By learning about the body in terms of systems, students will
be able to see how each system functions individually, and yet how they all work together. (Schreiner, 2013).
3) I will provide students with opportunities to work in collaborative group settings. Within each body system that
we learn about, I will give students an opportunity to work with their peers. All students will need to have a general
understanding of the current body system we are working on. By giving them an opportunity to work in groups, they
will be able to review the content and help clarify any questions that their teammates might have. The best way to
learn content is to teach it. By putting them in this situation, they will have an opportunity to process the
information, review it and explain it to each other.
Instructional Plan | Slide 30
Instructional Strategies
Continued…
4) I will provide students with numerous opportunities to work in simulation labs. As with working in groups,
students will need to have a general understanding of the main system we are exploring. Each lab activity will allow
students to experience a concept hands-on. Instead of just having a textbook reference to an idea, they will be able to
create personal experiences with the information. This will act as a prior knowledge for them to build off of once they
get into the actual nursing program. In addition, students will get to learn procedures, just like they would if they were
tending to a patient. They will also get to learn how to communicate with their peers and work as a team to
successfully complete a task.
5) I will encourage students create their own “research” questions. First, to develop their own question, students
have to have prior knowledge of the content. The depth of their understanding of the content will determine how deep
their research question will go. When students research the information on their own, and discover their own answer,
they are more likely to retain the information. This will also teach them how to be self-sufficient learners. It will also
hopefully give them confidence when it comes to approaching a situation they are not familiar with. 6) Through the course, I will always connect new knowledge to content we formally learned. I will do this by
discussing ways we can keep our body healthy. I want my students to be educated on how complex the body is and
how important it is that we keep ourselves healthy. By reviewing what we can do to keep different systems and organs
healthy, not only am I reviewing previous content, but I am providing my knowledge with practical information that can
make a difference in peoples lives.
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Instructional Strategies
Continued…
7) I will provide my students with multiple assessments through the course. Prior to introducing a new system, I
will give my students a pre-assessment. This will allow me to get a general idea of what they know and what I need to
teach them. As we progress through each system, I will give my students informal assessments to ensure that they are
picking up the essential content. If I see that students are not learning what they need to, I will re-teach the material.
After we finished learning about a major system I will give my students a unit test. I will include old content with each
new unit, to ensure that students are maintaining all of the information throughout the course.
8) Provide the students with as much hands on learning exercise as possible. While a large portion of the class will
be Lectured based, I want my students to interact and engage with the material as much as possible. By having to
“work” with the content, students will hopefully have an easier time learning the material. As a result, I will model how
certain parts of the body function, such as the cell membrane. For my visual learners, I will have my students do casual
concept mapping and trace neutral pathways. I will also have my students participate in activities where they have to
“uncover thinking errors.” Hopefully, all of these activities will make the learning active, and help the students not only
learn, but understand the content better.
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Instructional Strategies
Continued…
9) I will have my students participate in case-based learning exercises. Case-based learning is, “an inquiry-based
approach to teaching and learning that provides a variety of interactive experiences.” (Pierson, 2003). Through these
activities, students are challenged to organize, analyze, and evaluate information in a new way, work individually and
collaboratively to solve problems, use biological concepts to address and resolve real world problems and communicate
their understanding in writing and discussion. This activity will hopefully encourage student to apply their knowledge in
a realistic fashion, just like they will have to do in the nursing program.
10) In addition, I will also encourage the use of technology as much as possible. I will constantly share all of the
websites that are available that can assist students with learning this information. This includes sites such as: Get Body
Smart, Web Anatomy, Anatomy Arcade, Anatomy Corner, BioDigital Human, and many more (Connections Academy,
2013). I would also share apps with them, such as The Human Body, Pocket Anatomy, and the Visual Body. I might
also have projects where students have to select a system or part of the body and use weebly. com create a website for
that body part. Through this activity, not only will they have to do in-depth research on that body part, but they will
have to incorporate technology into their learning experience. Once every is done with their site, they can present it to
the class, and everyone will have a variety of website they can use if they have additional questions about a body part
or function.
Instructional Plan | Slide 30
Plan for Implementation
(After reading the information below, delete and insert your information.)
•
Human Anatomy I will start on Monday, August 26th and end on Monday, December 16th (the day of the final).
The lecture portion of the class will take place from 11-12:20 on Mondays and Wednesday. The lab portion of the
class will occur immediately after, from 12:45 – 3:00 (M/W). This course has a total of 54 Lecture hours and 54
Lab hours, and it is worth 4 units. Students will have the following days off:
• Labor Day – Monday, September 2nd
• Veterans Day – Tuesday, November 12th
• Thanksgiving Holiday – November 28th-29th
• Finals Week – December 12th-16th
• Winter Holiday starts on Monday, December 20th
•
The
•
•
•
•
•
•
•
•
individuals and materials that are involved and prepared include:
The Instructor (for both lecture and lab)
Students
Teacher Websites Teacher Syllabus
Course Material (text book, copies, articles, power points, guest speakers, real life case simulations, etc. …)
Technology
Lab (make sure it is set up and that you have all proper material and safety supplies)
Group activities
Future Nursing School counselor (ensure that he/she is ready to provide guidance and assistance to the
students)
Instructional Plan | Slide 30
Plan for Implementation
•
Of course, prior to implementing the plan, I would have had the approval of the college board. I would have
worked together with the college and with the medical facilities in Kelsey to develop an outline of pre-requisite
classes that students will need to take prior to applying for a nursing program. I also would have established a
partnership with a local college that does currently have a nursing program. By partnering with them, we are
ensuring that our students will have a school that they can transfer into while we are building our own program
at Northwest University.
•
In addition to having a liaison to Kelsey's medical facilities and a nursing school program, we will also have an
assigned counselor who will work on developing a cohort of students who can travel through the pre-requisite
classes together. The idea, at these early stages is to recruit students who are interested in going into nursing.
The counselor will work with their schedules so they have common classes, such as Anatomy, Math and English.
•
After semester 1, the students will move to the second level of the course, with the same students and
instructors. The instructor for Human Anatomy I will teach Human Anatomy II, the English teacher will go from
teaching English 101 to English 102, etc. … Since the program is in its developmental phase, second semester,
the college will not be offering Human Anatomy I. Students who are interested in taking the course will have to
wait until next year, when we start a new cohort of Nursing School students. Of course, through this entire
process, I will be working closely with the medical center, colleges, counselors and school board to set up the
necessary classes for the students next year.
Instructional Plan | Slide 30
Plan for Implementation
•
1)
2)
3)
4)
5)
6)
7)
8)
The resources we need to implement this plan include the following:
Students interested in transferring into a nursing program
A set of instructors interested in teaching course within the nursing program cohort
A Liaison between the college, a nursing school program, and the medical facilities
A nursing program cohort counselor
A classroom
A Lab with all the necessary resources
New Anatomy Textbooks and materials
Extra money to buy any additional resources that might be needed through the course of the program.
•
The actual instruction will be implemented at Northwest Community College, and will take place in a classroom
and lab. Hopefully, with the help of our hospital liaison, we will be able to set up visits to different medical
centers, where the students can shadow the nurses. Ideally, our Nursing Program Liaison will be able to come
down to the college to talk to the students and provide them with insight about applying to the nursing program
early on.
•
The cohort instructors and counselor will meet together on a regular basis (at least one time a week), to discuss
the development of the classes and the program. The counselor will communicate with the Liaison on a regular
basis (also 1 time a week), to ensure that we have a good strong relationship and to get them as involved with
our students and program as possible. At the start, the key group of players will meet with the college board
regularly to ensure that we are planning ahead for the next phase of the program.
Instructional Plan | Slide 30
Plan for Implementation
•
We will build interest among the community by getting the word out there that we are starting a nursing
program. We will make sure that we talk to key head members of the medical facilities and different hospital
volunteers. We will post informative posters around the campus, talk to students about it during orientation, and
send out emails. We will also visit visit Taylor Ambulance Company, and let them know about the exciting new
opportunities they have to advance their career. We will also stop by the local high schools and talk to all of the
junior and senior students. We want them to be aware of this new career opportunity that is available to them at
their local community college.
•
To select the participants, we will first determine if there is anyone that we have in mind who we feel would
make a positive contribution to the group. If someone comes in mind, we would invite them to hear more about
the program, and see if it is something they would be interested in. If no one immediately comes to mind, we
would advertise the position and interview possible candidates.
•
We would obtain a list of students that are interested in going into the nursing program. We would interview
them, and select a group to be part of our first cohort. These students would be ensured spots in the Human
Anatomy Class and would share a similar math and English class. All students at Northwest Valley would be
allowed to enroll in the Anatomy Class. The counselor would stop by that class often to educate the rest of the
students about the nursing program cohort. This will encourage more students to join the cohort as the year
progresses.
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Instructional Resources
The materials that will be necessary to implement the instructional plan include:
1)
A classroom that has internet access, a LCD projector, Elmo, television, DVD player, teacher computer, and
several student computers
1)
A Lab room that has all lab equipment and materials need to complete all simulation lab we will be doing through
the course.
3) The book store will need to carry the following material, so students can purchase them for the course.
Lecture Text: Principles of Anatomy and Physiology,12th or 13th edition, Tortora & Derrickson, Harper Collins
Publishers, 2005
Laboratory Manual: Human Anatomy and Physiology Laboratory Manual, Cat Version, 9th edition, Elaine Marieb,
Benjamin Cummings Publishers, 2004
Netter’s Anatomy Flash Cards, Icon Learning Systems, 2002
Medical Dictionary. Many good ones are available.
(Reference: Smith, 2013)
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Formative Assessment
Five formative assessment strategies that could be incorporated into the implementation of the instruction plan
include:
1)Have the students create their own test. For this assignment, they would have to review all of the material and
decide what is the best way to assess a classmates knowledge of the content. They would then have to create a test,
an answer key, and provide a rationale for the correct answers. They could then give each other their self created
tests as a review prior to the actual assessment
2)For an assessment, give the students a list of different scenarios. For example: A 5 year old child comes in with
his distraught mother. The mother is super protective and giving you orders of what needs to be done. The five year
old has been throwing up all day and now has a 102 degree temperature. The mom is insisting that the child has
strep throat, but after you look at his test (include the child’s test results) you suspect differently. What information
would you provide to the doctor. Write out a quick dialogue of what you would say, include all the important facts
about the child condition and test results. Also, explain how you would handle the child and the protective mother.
What would you say to her and how would you handle her behavior.
Instructional Plan | Slide 30
Formative Assessment
3) Provide a diagram of the different body systems (muscular system, nerve system, etc. …). Have the students
label all of the parts and provide a brief example of the function of each body part.
4) Have the student conduct an on-demand simulation lab. During the lab, the students will have to verbally
explain the steps, record their observations, analyze the results, and justify their final conclusion. As this is happening,
the instructor will be asking key questions to assess the students complete understanding of the content.
5) Have the students take a group test. Provide them with a complex test that will require them to discuss all of
the potential answers. The group must only decide on one answer, so they must justify why they felt that that answer
was the best one out of all the other possibilities.
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Evaluation Strategies
I would use the following strategies to evaluate my instructional plan:
1)Student Survey – I would give my students several surveys through the course of the class. One would be at the
beginning of the course, and that would be to get an idea of what my students expected from the class, what they
hoped to learn, if they have access to the internet, etc … I would give a second survey at the end of the course where
I ask my students what they liked about the class and what they did not like about the class. I would leave a section
for them to write any recommendations about how the actual class and nursing program cohort could be improved.
1)Follow-up with Management Staff – Through the entire implementation process, I would be in constant contact
with the management team. The idea is to have them contribute to some of the planning and be an instrumental
member in the process. As a result, I would check in with them to get their opinion of the process. I would not ask
for a formal evaluation. Rather, I would simply ask, “Hey, how do you think things are going?” “What do you suggest
we work on?” “This part of the implementation is going well, but do you think it would be better if we did …”.
Although the evaluation would be informal, I would take all suggestions seriously and I would work on developing
goals with them to improve aspects of the program that we can work on.
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Evaluation Strategies
3) Improvement in Performance and Academic Achievement: As the semester progressed, I would be working
closely with the instructors and the counselors to ensure that the students in the class (specifically in the Nursing
cohort) were doing well. I would ask that the anatomy professor send up updates on the students grades after each
test. I would make sure that the counselors received this information, along with any progress grade reports. For the
cohort, students would be required to have a 3.5 GPA. If they were struggling, they would be required to go to the
professor’s office hours to get help. If students were continuing to struggle, there would be a study hall program with
the teacher’s aid to review key concepts. I would also work with the instructor so that we could get an online
assistance program going.
4) Other Qualitative and Quantitative Data: As the program progressed, I would be comparing student grade
data to data of other established programs. I would use this information, along with the knowledge of other
established programs to determine what changes can be made to improve our class. I would also have the cohort
students take a practice nursing exam. This would allow us to see how they would score on the entrance exam, and it
would give us an idea of what extra support we can provide our students to ensure they get into a program.
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Outcome Review
- To be sure that the design goals were met, I would give a Likert scale to the students, the teachers and any other
individuals involved. This scale would ask a basic list of questions about the overall class. The individual taking the
scoring assessment would have to answer on a scale of 1-5. 1 being that they do not feel the design goals of the
class were met, 5 being that not only were the goals met, but they were above their expectations. There would be
a section on this survey, where the individual would be encouraged to explain in detail why they selected the score
they did and provide any feedback or suggestions.
- To ensure that performance-based objectives and learning outcomes were achieved, I would compare formative and
summative test data to a rubric. I would use formative assessments to determine if the class was meeting their
performance-based objectives. These formative assessment would take multiple forms. I may give the students a
short five question multiple choice test, I may have them write a response to an discussion question, or I may ask
them to discuss a question with their neighbor. I would use these assessments to make sure the students have
learned the information that was taught. I would use a basic rubric to determine the depth of my students
understanding. If the students scored well, I would move on to the next topic. If it was clear they did not
understand the content, I would re-teach and give a second formative assessment before moving on.
- A final summative assessment would be used at the end of the course to determine if the learning outcomes were
achieved. Students would be given a formal exam, which would cover all the expected learning goals. If outcomes
were achieved, I would continue to look for ways to improve the course while maintaining the same positive goals.
If the data reflects that students did not meet the learning outcome, I would want to analyze the data in detail to
determine what changes need to be made to ensure these goals are fulfilled.
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Recommendations
Based on the outcome review, recommendations for future use include:
1)Instead of rushing to get the human anatomy class running, I would encourage Northwest University to take its time
and establish a strong foundation for the program. The idea is that this is more than just a class. This is the creation
of a cohort of students who will take all the classes they need to meet the pre-requisites to get into nursing school.
This is the first part of a very long process. In order for it to be successful, it is important that the university takes the
time to make sure that everything is established for the program. They will not want to open up a class with no
additional plans. Some of those plans could be to make sure that they have a strong and supportive staff, gain the
support of local hospitals and nursing schools, and have the next set of classes established so that the students will
progress seamlessly from one class to another.
2)Second, I would make sure that Human Anatomy I class is extremely well thought out and that the content and
program has been reviewed by multiple nursing programs. Again, the goal is that this will be the first class to prepare
students for their nursing career. It is important that the class does just that. The material and lesson sequence of
this class needs to all flow together, so that students can understand how one unit connects to another.
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Recommendations
3) I will also giving students multiple surveys through the year to get their feedback. The only way the program will
successfully grow is if it is meeting the needs of the students. Listening to their questions, comments, and concerns is
the best way to determine what changes need to be made, and how you should go about making them.
4) I would also recommend getting as much hands on and field experience as possible. The idea is that this class will
inspire every student to want to consider nursing as a possible choice. I would recommend establishing guest
speakers, trips, opportunities for the students to volunteer, etc. Not only would this give students a realistic idea of
what opportunities are available in nursing, but it will help them establish their resume.
5) I would make sure that we are constantly trying to improve the program and the classes that follow. This means
taking a look at our data and our Project Based Objectives, and determining if we are meeting them and what we can
do to successfully meet our instructional goals. This also means tracking our students, and watching their progress as
the advance through the courses. It also means expanding the classes offered (Human Anatomy II, followed by
Physiology) and expanding the number of each class offered. It also means attracting new students, while making sure
that the ones currently enrolled are maintain their grades and GPA. Finally it means learning from our mistakes and
using them stepping stones to making our program stronger.
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References
College of Nursing. (2013). Sample curriculum. Retrieved from
http://www4.uwm.edu/nursing/undergrad/bachelor/parkside/curriculum.cfm
Connections Academy, (2013) Websites and Apps to Learn Human Anatomy and Human Physiology Online. Retrieved
from http://www.getbodysmart.com/ap/site/resourcelinks/links.html
Perason Higher Education. (2003) Great ideas in teaching anatomy and physiology. Retrieved from
http://www.pearsonhighered.com/strategies/assets/pdf/greatideas/GreatIdeas_AP_1.pdf
Schreiner, E. (2013). How to teach human anatomy to high schoolers. Retrieved from
http://www.ehow.com/how_7351994_teach-human-anatomy-high-schoolers.html
Smith, L. (2013). Morgan community college course syllabus. Retrieved from
http://morgancc.edu/faculty/smith,l/Syllabi/BIO%20201%20Syllabus%20Fall%2013%20X.pdf
University of Wisconsin-Madison. (2011). Technology solutions for teaching and research. Asynchronous vs.
Synchronous Communication. Retrieved from
http://academictech.doit.wisc.edu/blend/facilitate/communicate
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