Module 8
Draft Course Development Document for Peer Review
Table Formatting Lost (whoever has the dubious privilege of giving feedback, I can email as an attatchment to your email address)
Robyn at home-boocock@internet.co.nz
at work robyn.boocock@mercyhospice.org.nz
Course Development Document
E-Learning & Clinical Education (ClinEd 711)

department: Hospice Palliative Care
course: Orientation to Community Team
course coordinator: Robyn Boocock
project sponsor: None
date: May 2007
doc version:

[To complete this document, use the MS Word version; left click in the grey boxes and type.]



Scoping Questionnaire

Project Title:
Development of Orientation Programme Utilizing E-Portfolio

Client:
Mercy Hospice Auckland (MHA)

Project Goal:
To develop an 8-10 hour Training Programme that introduces Hospice Palliative Care Nurses (HPCN) to CommunityTeam Work

Development Team:
Robyn Boocock (Clinical Nurse Educator) and potentially Helen West (IT Support at MHA)

Project Objectives:


Structure of Learning Objectives and Content for Course/Module:
Unit/Module/Topic Learning objectives
(consistent with Needs Analysis Document) Learning hours Who is responsible for content?



























What is the intended audience, and any characteristics that are relevant to your learning design and its implementation?
HPCN are self directed and self motivated Postgraduate learners. The majority of HPCN taking up Community work are new to the Community setting but experienced Palliative Care Nurses. By virtue of joining the Community Team there is commitment to developing new skills for a new setting. Community HPCN work autonomously within a Interdisciplinary Team framework. Learning is intended to be self generated, self directed, useful for the individual and the team and integrated into the HPCN working life.
If this is an existing course/module, how has it been delivered in the past?
There is no formal course but a process of integration that includes precepting with several team members and individually created Orientation Plans that are developed from each nurses particular experience levels. Orientation is usually a period of some weeks with an expectation that a full work load is taken within 6 months.

In 1-2 paragraphs, what is your intended teaching/learning strategy for the course/module in an e-learning environment?
Your strategy should be:
1. consistent with your Project Goal and Project Rationale from your Needs Analysis Document;
2. enacted by, and consistently evident throughout, your learning design in this document.

The introduction or Orientation to Community work is intended to lay the foundations for Self-directed and lifelong learning. HPCN work alone for the majority of their Patient/Family contact time. Their work is complex, situational and requiring expertise to support Patients/Families in preparing for death. Work is often "messy" and occurs in context free settings requiring resourceful, resilient and collaborative nurses.
The e-learning approach builds naturally on the move towards total electronic record keeping by the Community Team. The strategy of the course is to develop in the HPCN the ability to utilise the electronic method to gain accurate, timely and useful information to support practice. The course is intended to be stimulating, thought provoking, creative and useful to the HPCN by revealing a way of working that can save time, provide a real resource and repository for professional work.





Learning Design (note the colour-coding in relation to the e-learning framework)

Module/Topic and
Learning task
Student role/activities (what will students do?) Technologies
(how will you enable access,
communication,
collaboration?) Resources (what materials or information will students draw on to complete the task?) Teacher role (how will you support the students as they undertake the task?) Assessment/Feedback (how will you assess and/or provide feedback on the students’ work?)
Built into course Contributed during course
. . ).
































































































































Does your learning design depart from Herrington et al’s (2001) ‘Quality Guidelines for Online Courses’. If so, how, and why?


Are there any technical or other constraints on the development?
There is no provision in the current conversion to Electronic Record Management for my project. Management would need to committ to a pilot project which may be approved in the Annual Business Plan. Funds would current role or within the Hospice for adding more work to develop this project at present.

Current Budget Available:
Nil, funds may be won from grant aplications.

When will the project begin?
With Management Approval and Budget

When will the project end?
10 months after approval date

What are the project deliverables & milestones, and who is responsible?
Deliverables Timeline Responsibility Milestones
Scoping of Project
Software
Installation
Training Costs

3 months Robyn and Helen Cost of Implementation
In Hours and Dollars
Team Awareness and Buy In
Developing a Timeline
1 month Robyn Meetings with Angela(Community Team Leader)and Julia(Unit Manager)
Training Needs
Training
1 month Robyn, Helen and Angela Identification of Pilot Participants
Pilot Training
1 month Robyn, Helen, Angela and Trainees Go Live
Review and Assessment
Weekly and final report at 3 months after Go Live Robyn, Helen, Angela and Trainees Functional Programme




Signed off by Project Sponsor:




Name: Date:


Learning Design

Module /Topic and Learning Task
Student Role/Activities Technologies
Resources
Teacher role (how will you support the students as they undertake the task?)
Assessment/Feedback (how will you assess and/or provide feedback on the students’ work?)

Introduction and Course Outline

Includes Organisational expectation of facilitator,manager and student in time and what will be produced, i.e. students will have a copy of this document.

Suggested time limit spent on each task

Layout of work , type and size of font.

Referencing important but not critical. Need to acknowledge where information is found. Informal style acceptable.

Expected
dates of commencement and completion
Progression to next training stage with review against competency standards averaging 3+ across domains. Read and ask questions about content/understanding


Visit these websites, Consider adding to favourites in toolbar.
(Use Hyperlink if unsure how)



Choose one website, write a paragraph reviewing its usefulness.


Email your review to "Mercy Peek" at any time during your Orientation Period. (10 weeks)
(MHA inhouse circular published fortnightly)
cc to Facilitator CUPID or LAMS Course Management Learning System (McGee, 2005)

http://www.lamsinternational.com/documents/1.0/winks/


Resources for General use throughout course

http://www.capc.org/research-and-references-for-palliative-care/add-resources-websites/


htt://www.vts.intute.ac.uk/acl/tutorial?sid=932168&op=preview&manifestid=175&page=linksbasket&_pshowall=1


http://en.wikipedia.org/wiki/Main_Page

Free Postgraduate Coursework

http://ocw.mit.edu/index.html

Inhouse Journals Online-MHA subscribe to
The International Journal of Palliative Nursing
And
The International Journal of Palliative Medicine

Management support for reimbursment of Broadband costs.

Internet Access at home or at work.

How to use LAMS.

Hyperlinks to Concertia Workbook Tasks. (Concertia is the web based electronic system used at MHA).

HR support/Employee Assisted Programme if required.

Facilitator Search Support/Library Help
Email facilitator your requests and I will advise how, where to find an article within one working day.


Public Libraries/ Digital Library
http://www.aucklandcitylibraries.com/findyoursubject/digitallibrary/digitallibrary.htm Hyperlink to relevant policies -Competency Statements and
Reimbursement policy/form.
Instructions and directions within the Course Management Learning System.


Reminder about balance and self care.

Early student/facilitator contact if events in own life prevent completion of work.
IT Helpdesk phone number (24/7)
Instructor (plus cellphone)
and Manager phone number during work hours. Hyperlinks to Competency Statements in Human Resources Policy Online


Respond to the published review of a website within a day of print by

1.Personal email congratulating on achievement and usefulness to team.

2. Suggestions, questions and further direction if warranted.


1.
Enculturisation into CommunityTeam



Self Directed Learning Exercise


Create a Wiki within a 2 day period. Send the address and password to facilitator and other students.

Post to the Wiki
3 reasons you choose to work in this particular team
AND
3 areas you would like to feel more confident about while working with patients and families by the end of this 10 week period.(Chickering, 1996).

Submit any course enquiries to the FAQ section of the LAMS and see if you can respond to any questions already posted there by other students.

Consider how you might organise your E-Portfolio. A website to try is posted in Resource column. You may find others or have your own ideas.




Create Your Free Wiki (Wiki means fast/fast and is a place to "post" information on the web).
http://pbwiki.com/edu.html


website
http://www.kzoo.edu





















Examples of E-Portfolios
http://www.eperc.mcw.edu/fastFact/ff_177.htm



Preceptor

Previous Computer training, skills already acquired and other students/work team

Example of a method to merge learning with an E-portfolio and future learning/teaching within their role as a resource for the Community and Generalsit teams.
http://www.mcli.dist.maricopa.edu/mlx/slip.php?item=1806

Audio Postcards for Intercultural Learning which comprises Communication, Storytelling, Digital Storytelling and Cultural Studies.

Instructions on how to create a Wiki Step by step using written, animated and voice instructions.


Some examples provided


Facilitator and Team Manager have access to Wikis
Facilitatoraand Team Manager will give prompt/daily feedback (working days).
Develop prompting questions, pose solutions and mediate any discussion

IT Helpdesk phone number (24/7) instructor and manager phone number during work hours Feedback
Confidential contact can be generated by HPCN, Facilitator or Manager at any stage throughout the process to revise goals, add coaching or further support.






Summative Assessment at the end of the 10 weeks using performance review and competency standards
(hyperlinked documents)
2.Assessment Skills and Needs Assessment


Demonstrates in discussions an understanding of the type of assessments required within a community setting
(wordcount 200 400)



Documents the characteristic needs in a care plan
Choose a patient/family scenario or compile one with elements that challenge you

Visit websites

Consider the Learning Objectives and Skills required in The Geriatric Assessment
How do they relate to your community visits? What are the similarities? What are the differences?

Submit draft to your Wiki by end of second week for peer comment and feedback.

Feedback given by other students/ teacher by week 4.

Students submit their final draft visiting and action plan by week 8.


Students evaluate each others ideas week 9.

Submits final draft week 10.

Posted on electronic notice board by using CUPID a database driven website

Hyperlinks to
Palliative Care Handbook
http://book.pallcare.info/index.php?tid=87

Palliative Care Website with Clinical Studies, Pharmacological and Links to Relevant Websites
http://www.capc.org/research-and-references-for-palliative-care/add-resources-websites/

Medical Library with Disease and Treatment Options, Interactive and Patient Information
http://www.mercksource.com/pp/us/cns/cns_health_library.jspzQzpgzEzzSzppdocszSzuszSzcnszSzcns_health_library_mainzPzhtm


Pharmacology
http://www.icp.org.nz/

The Geriatric Assessment
http://ocw.tufts.edu/Course/42/Syllabus



http://openlearn.open.ac.uk/mod/resource/view.php?id=43716
Read
3: The quality of dying
3.1: Choices in dying



Prior knowledge and learning within an Interdisciplinary Team

Several similar examples of assessments from Creative Commons.

Other Team Multidisciplinary Team Members by email or "face to face".






Rubric communicating expectation of draft wordcount and deadline.

Establish style of submission i.e. informal writing naming sources and articles, using a refernce style if they choose
Range of case studies posted for students to choose from(Chickering, 1996). All case studies will include an Ethical,Symptom Management and a Cultural Element.

Evidence of collaboration will be required


Prompting questions

Marked draft with comments is returned by


Final care plans are produced which will be kept by participants.

Secure Chat Room Evidence of collaboration will be assessed by facilitator visiting the discussion board and Wiki(s).
3. Self Care and Resilience




Discusses and describes work issues, triggering factors, support and self care techniques.
Actively problem solves with other team members following MHA Supervision structure.


Student begins an e-journal for personal reflection and to meet professional requirements set down by NZ Nursing Council Competency Requirements and MHA (attends regular supervision, contributes to peer supervision). Spend 5 minutes each working day to reflect and write in your electronic journal.

Students contribute to a private student/peer chat room weekly. Secure Discussion with Read only initially. With group agreement moving to read/write ability.

Students email the facilitator a short description of their learning by 5th and 10th week
With student permission
posted to group to enhance deep learning Discussion board within Learning and Management System.
http://www.lamsinternational.com/documents/1.0/winks

Policy, format and rules of supervision hyperlinked.




Paternalism http://openlearn.open.ac.uk/course/view.php?id=2494.

Power point presentation on Professional Boundaries (own resource).

Suggested Readings
Hyperlinked PDF/read only articles and book excerpts
Relating to ethically challenging issues
(Aranda, 2001; Baird & Rosenbaum, 1989; Bauby, 1997; Bolen, 1996; Bolton, 1987; Bowman, 2000; Buckman, 1998; Corr & Corr, 1983; Coulehan, 2000; De Hennezel, 1997; Duraghee, 1996; Katherine, 1993; Kjolseth & Ekeberg, 1997; McGrath & Edwards, 2000) (D. L. Volker, 12/19/2003).
Students will be asked to follow the peer review format currently used in face to face supervision.

Starting and re-starting questions can be posed. Moderating in discussion if contact is losing direction or becoming personality driven/dominated.

Facilitator shares own experiences and vulnerabilities-is "real". Moderated online by Family Support Counsellor who is invited to join in by students at week 3 and subsequently at student/s request.













Summative assessment at end of 10 weeks during Competency Review.
Question will be
'What does the student find supportive in their daily practice and outside of work.
What triggers have they identified?"
4.Professional Resposibilities


Understands own boundaries and limitations



Aware of when to refer to other disciplines




Articles on Professional Boundaries posted online with hyperlinks to other readings.

Anonymous case studies of collated scenarios are posted on the electronic noticeboard.
Students study the scenarios and indicate (using colour highlighter ) points of referral to Multidisciplinary Team and/or other community services and disciplines.
Completed scenarios are emailed to other
Students and members of the Multidiciplinary Team. Hyperlinked Power Point Presentation on Professional Boundaries with video and audio captured on digital camera. Preceptor
Hyperlink to Article on What the Palliative Care Patient Wants.
In Process
Dilemmas about professional boundaries overlap/ potential for Gatekeeping
In Process List of possible referral points
Educator provides email contact if student requests with prompting questions and directions Peer/ preceptor feedback Multidisciplinary feedback
Formative assessment.



5.Communication Skills

Uses Information Technology both internally and the World Wide Web to provide appropriate and accurate information to other health professionals


Accesses Current Medication Information







Trains or retrains using Concertia (MHA web based electronic system)handbook

Follows instruction on how to use cell phone on audio instruction
(CD)
Makes notes on "how to" in e-journal

Use on-line palliative drugs website
Adds this to "favourites"
Copies commonly used medications to e-journal.


Construct a 15 minute Power Point Presentation using an aspect of current learning that would help new team members integrate- Topic mutually agreed with Manager. http://www.capc.org/research-and-references-for-palliative-care/add-resources-websites/






http://openlearn.open.ac.uk/mod/resource/view.php?id=43732:


Read
3 The quality of dying
3.9: Bad deaths



Instructions on How to Construct a Power Point - A google search/ You choose !
.com/search?q=online+instructions+for+making+a+power+point&sourceid=ie7&rls=com.microsoft:en-US&ie=utf8&oe=utf8

Microsoft instructions

FreeB computer skills training at Public Libraries


Free Downloadable Typing Programmes

www.senselang.com/
timetoteach.co.uk/typingmaster.html

Administration Manager will help in constructing Power Point if requested by email. 1:1 training in Concertia by Facilitator
IT Helpdesk phone number (24/7) instructor and manager phone number during work hours Able to use electronic hyperlinks to policies

Able to use electronic diaries, email, group email

Develops a Power point presentation that is useful to the Team.

Incorporation of Power Point into Training Programme-feedback given directly to student/student may choose to deliver the Power Point to a group

Personal email congratulating on achievement and usefulness
6. Time Management Skills

Able to navigate the quickest route to a destination within their community

Evaluates the usefulness of local Online navigation programmes

Students are allocated an electronic navigation programme to review, discuss and debate merits and problems in asynchronous threaded discussion.

Results are posted to Unit Manager for publishing in the Mercy Peek.
http://www.finditonline.co.nz/map.php

http://maps.yellowpages.co.nz/clients/places.cgi?client=yellnzyp&source=g_yp Other Community HPCN with experience using traditional map reading methods Moderating comments and clarifying questions IT helpdesk and email to Facilitator Email acknowledging
Evidence of map search.
Congratulation on achievement and usefulness to the team.

Suggestions and further direction if warranted by Preceptor, Manager or Facilitator.

7.Working with Diversity

Identifies Cultural groups that make up the population of a designated area within central Auckland


Recognises some of their particular practices and can include this in own work.

Compiles an Electronic Directory of contacts for Translation Services, Cultural Advisors.
Students post details to the FAQ page.
These are collated in week 10 into a shared directory for the whole team.

Emails queries about work area to Social Worker and Kaiatawhai (Multidisciplinary Team).
Copy of email sent to facilitator.

Demographic Information available at

www.stats.govt.nz/census/

www2.stats.govt.nz/domino/external/pasfull/pasfull.nsf/web/Brochure+Auckland+City+Census+2001+Area+data?

www.stats.govt.nz/products-and-services/Articles/census-snpsht-cult-diversity-Mar02.htm - 56k


Further reading and Course Information
SOCIOLOGY 106 - LEARN - The University of Auckland Library
www.library.auckland.ac.nz/subjects/socio/course-pages/sociology106

Borrow "Fate Spirits and Curses" book from Resource Room or
Local Library
Fate, spirits and curses : mental health and traditional beliefs in some refugee communities / Kathy Jackson.
Call Number 362.2 J13
On request by student by email Helpdesk/ Family Support and Manager available for advice and direction by email. Feedback requested from Family Support Team at 10 weeks around the compiled resource. Demonstrated knowledge
Included in Care Plan Development or Competency review/Summative Assessment.



References
Aranda, S. (2001). Silent voices, hidden practices. International Journal of Palliative Care, 7(4), 178-185.
Baird, R. M., & Rosenbaum, S. E. (1989). Euthanasia: The Moral Issues. New York: Prometheus Books.
Bauby, J. D. (1997). The Diving Bell and the Butterfly. London: Fourth Estate.
Bolen, J. S. (1996). Close to the Bone. U.S.A.: Harper Collins.
Bolton, R. (1987). People Skills. Sydney: Simon & Schuster.
Bowman, K. W. (2000). Communication, Negotiation, and Mediation: Dealing with Conflict in End-of-Life Decisions. Journal of Palliative Care(October), 17-23.
Buckman, R. (Ed.). (1998). Communication in palliative care: a practical guide (Second ed.). Oxford: Oxford University Press.
Chickering, A., W. and Ehrmann, Stephen,C. (1996). Implementing the Seven Principles:Technology as a Lever. AAHE Bulletin(October), 3-6.
Corr, C. A., & Corr, D. M. (Eds.). (1983). Death in Modern Society. New York: Springer Publishers.
Coulehan, J. (2000). Feeding the Moral Sense: The Case of Jim Blair. Journal of Clinical Ethics, 11(3), 272-278.
D. L. Volker, R., PhD, AOCN. (12/19/2003). Assisted Dying and End-of -Life Symptom Management [Electronic Version].
De Hennezel, M. (1997). Intimate Death. London: Warner Books.
Duraghee, T. (1996). Reflective Practice: linking theory and practice in palliative care nursing. International Journal of Palliative Nursing, 2(1), 22-25.
Katherine, A. (1993). Boundaries. New York: Parkside Publishing.
Kjolseth, I., & Ekeberg, O. (1997). [Suicide attempts among the elderly]. Tidsskr Nor Laegeforen, 117(27), 3988-3991.
McGee, P., Carmean, Colleen, Jafari, Ali. (2005). Course Management Systems for Learning: Beyond Accidental Pedagogy. London: Information Science Publishing.
McGrath, H., & Edwards, H. (2000). Difficult Personalities: A practical guide to managing the hurtful behaviours of others ( and maybe your own!). Sydney: Choice Books.