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Smart Health 2006: Focus on Technology

Smart Health 2006: Focus on Technology. Minnesota Rural Health Conference Duluth MN. Minnesota State University Moorhead Nursing Department Barbara J. Matthees, PhD., RN 218-477-2695 or matthees@mnstate.edu. Context. MSUM established in 1885 MS Teacher’s college in 1921

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Smart Health 2006: Focus on Technology

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  1. Smart Health 2006: Focus on Technology Minnesota Rural Health Conference Duluth MN

  2. Minnesota State University Moorhead Nursing Department Barbara J. Matthees, PhD., RN 218-477-2695 or matthees@mnstate.edu

  3. Context • MSUM established in 1885 • MS Teacher’s college in 1921 • No RN-to-BSN option locally • Large number of RNs needing BSN

  4. Context (cont.) • First RN-to-BSN students admitted 1976 • ND required BSN for RN licensure • Articulation agreements • Continuously accredited since 1981

  5. MSUM On-line Offerings • Nursing: RN to Bachelor of Science in Nursing Program • Master of Science degree in Educational Leadership • Teaching and Learning with Technology, Certificate Program • Bachelor of Science in Operations Management

  6. RN to BSN Students • Currently licensed RNs • Working • Families and other obligations • Frequently ‘older than average’

  7. Distance education • Classes one or two days/evenings per week • Traveling faculty • Interactive TV • On-line: • Hybrid with classes and/or ITV • Fully on-line • Accredited program Spring 2005

  8. Keys to success • Infrastructures • Instructional Technology staff and software • Administrative support • CTL grants, Faculty development grants • Training for individual faculty and groups • Champions for on-line within the department • Flexibility and willingness to try and fail

  9. Student Supports • Some keys to students’ academic success and satisfaction • Technology support for students and faculty • On-line and packaged options • Access to University services • Bookstore • Registration and records • Business office (financial aid, tuition, etc.) • Library Resources on-line

  10. Challenges • Re-think ‘education’ and the faculty/student roles • Technological issues • IMS related learning curves • Clinical experiences and supervision

  11. Benefits • Students remain in the workforce • Students maintain their support systems • Discussions offer ‘quiet’ students opportunities to participate • Flexibility within set parameters

  12. Questions??

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