Vulnerable Populations/

Cultural Competency

A “Field Trip” Activity for

Hybrid/Online RN-BSN Students

Gail Petersen Hock, RN, MS, PHCNS-c

and

Tyke Hanisch, DNP, APRN, FNP-c

Why On-Line Education?

•U.S. Census Bureau (2005):

-62% of all U.S. households had computers

-55% had internet connections

-91% of children, 3-years-of-age and

older, had engaged in some type of

computer activity

Why On-Line Education?

•American Association of Colleges of Nursing (1999):

-Nursing faculty shortage increases the demand for on-line learning

-Technology-mediated teaching strategies dramatically change how teaching and learning occur

-On-line education is a strategy that can enhance the enrollment in nursing schools

Challenges in Hybrid/Online

Education in Nursing● Student/faculty ratios

● Affiliation agreements

● Multiple geographic locations

● Student engagement (Community of Inquiry)

Community of Inquiry

Cognitive Presence

Teaching Presence

Social Presence

Garrison, Anderson & Garrison (2003).

Student Centered

Knowledge Centered

Assessment Centered

Principles of Best Practice

● Appropriate contact between student and faculty

● Communication of high expectations

● Reciprocity and cooperation

● Active learning techniques

● Prompt feedback

● Time on task

● Respect for diverse talents and ways of learning

Moore (2006)

Solutions in Hybrid/Online

Nursing Education

● Prescriptive, concise assignments

– Clear academic purpose

● Self directed “Field Trip” Experiences

– Decrease risk

● Not bound by geography

● Lived “Case Studies”

– Facilitate student engagement

Example from Practice –

Piloted in 2009(see handouts)

● Vulnerable populations/Windshield

Survey assignment

– Self assess perceptions re: vulnerable

population

– Assume identity in case study

– Lived experience

Perceptions Prior to Assignment

● Who uses public transportation?

– Low socioeconomic groups

– People with poor hygiene

– Inner city dwellers

– People who have lost their driver’s

licenses (i.e., DUI offenders, life

endangering or criminal speeders)

Use Public Transportation to

Overcome a Barrier to Healthcare

● Motor Vehicle Division

● Immunization Clinic

● Vital Records – birth certificate

Windshield Survey –

Secondary Component

● Data Collection tool from the CDC

● Public transportation and access to

vital human services

Three Cases – Assume One Identity

● Represent Vulnerable Populations

– Elderly

– Single Parent

– Recently Unemployed

Evaluation

● Small Group Discussion Board

● Paradigm shift – facilitated by

engagement with the chosen identities

● Improved understanding of barriers to

healthcare services

Future Activities

● Is it safe?

– Safety Tip Sheet is a mandatory activity

● Does it support course learning

outcomes and AACN Essentials?

● Can it be accomplished in any

geographic region?

Questions?

Presenter Disclosures

No Relationships to Disclose

Gail Petersen Hock, RN, MS, PHCNS-cand

Tyke Hanisch, DNP, APRN, FNP-c

References

American Association of Colleges of Nursing. (1999, July). AACN white paper: Distance technology in nursing education. Retrieved from http://www.aacn.nche.edu/Publications/WhitePapers/whitepaper.htm

Centers for Disease Control and Prevention (2007). Heart-healthy

and stroke-free: A social environment handbook. Retrieved from

http://www.cdc.gov/dhdsp/library/seh_handbook/pdfs/seh_handb

ook.pdf

Garrison, D. R., Anderson, T., & Garrison, R. (2003). E-Learning in

the 21st century: A framework for research and practice (1st ed.).

New York: Routledge.

References

Moore. J. C. (2006, February). Collaboration on-line: Sloan-C resources, 10(1), 81-89. Retrieved from http://www.sloan-c.org/publications/jaln/v10n1/pdf/v10n1_8postscript.pdf

United States Census Bureau. (2005). Computer and internet use in the United States: 2003. Retrieved from http://www.census.gov/prod/2005pubs/p23-208.pdf