As I examine the overall objectives and assessment strategies  for my hybrid course, several issues plague me! How to ensure my students receive the appropriate information and are able to perform certain acute care tasks necessary to move on through the program. The heavy content course for the summer (nsg 520) will provide the rigor, in-class lectures with the traditional assessment methods of tests, quizzes, and presentations. The hybrid course that will parallel 520 has a current curriculum which augments the information taught in 520. Therefore, I have some flexibility to use more authentic assessment tools. Currently, I am thinking of using zaption case studies in critical care, VT and blackboard weekly posts, in addition to, simulation activities for the skills portion of the course. I am more comfortable using traditional assessment tools, however, advanced practice nurses need to know not only the book knowledge, but  be able to apply that knowledge to real life scenarios. Some opportunities for growth for me will be applying these authentic assessment tools into my hybrid course and integrating them in a way, that they do not seem forced to be in there. Therein lies the dilemma!

As I was pondering these questions regarding  my motivation for teaching an online course this summer, the answer was really two fold. First, much like Trisha stated…our boss! She entrusted me with the task of developing a hybrid course for our adult-gerontology acute care nurse practitioner students this fall, which to me was exciting and terrifying all at the same time. Mostly because I am not very adept at computers and navigating the online world, let alone developing a new course from scratch. So, I knew first and foremost that I was going to take the bull by the horns, so to speak, and saturate myself with enough resources ie. this course and Leah! and hopefully gain some knowledge by osmosis or actually getting my head around these concepts! Second,is that I am not ignorant to think that if our program does not begin to move into the online world, we will not be able to compete with other programs that offer online options for the busy nursing student.
I am hoping to impact my students in the online world, much like I do in the traditional world by engaging, inspiring and then empowering them to go off and be safe medical providers. In the traditional setting, I believe it is much easier to do that because the interaction is face to face and leaves no room for interpretation of tone etc. and allows for immediate feedback. In the online world, I will need to address those challenges by engaging the students in different mediums of communication using Voicethreads and videos, Scholarblogs (which once I get the hang of it, will be great!) and diigo, which will allow them to build a bibliography of evidenced-based research within our field., in addition to having very timely feedback, along with weekly video conferences, which helps to stay connected to the student.
One of my biggest concerns teaching an online course is the students will understand the nuances of the technology, much better than myself.  Therefore, I am trying to close the gap by actively engaging myself in this course and taking advantage of any other resources, so I can be successful. In addition, I am hoping that I have the time and understanding, while taking this course, to actually take a step back from deadlines, readings and assignments and begin to construct a usable product for the students this summer.