Other Titles
Promoting health policy
Abstract
Purpose: This project was undertaken to evaluate the utilization of available technology within the context of several on-line distance learning formats to access appropriate health policy expertise. This access was intended to provide the student an opportunity to critically appraise health policy relevant to clinical practice and learn skills to engage in policy development at the intersection of practice and research, as outlined in the Essentials of Doctoral Education for Advanced Nursing Practice
Implementation: Through the collaborative efforts of an inter-professional team, four on-line synchronous sessions were delivered during a semester-long Advanced Health Policy Course within a nursing doctoral program. One session included engagement with an NIH researcher and clinician from the National Cancer Institute/National Institutes of Health. Similar content was delivered in an asynchronous and hybrid graduate health policy course.
Outcomes: Through the utilization of a distance-learning platform, "synchronous" exposure to an NIH researcher and health policy expert created "social presence" among a cohort of geographically distant doctoral students. This delivery methodology wss compared to both a hybrid and asynchronous module with the same content. The pedagogy of synchronous on-line content delivery was compared to asynchronous and hybrid delivery of similar content. Insights for the faculty member will be shared with respect to the value and "cost" of providing "access" to "quality" experts in health policy development.
Implications for Policy Education: Moving beyond the "webinar" model of asynchronous on-line education, the ability to create social presence through the integration of real time dialogue will provide opportunities for richer understanding of health policy and a more active engagement in health policy education. In addition, this model creates inter-professional opportunities to collaborate across geographically distant doctoral programs, while sharing both resources and expertise.
Sigma Membership
Nu Xi at-Large
Type
Presentation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
Health Policy, Online Education, Social Presence
Recommended Citation
Brennan, Patricia A., "The challenges of online education with respect to accessing health policy expertise" (2017). INRC (Congress). 285.
https://www.sigmarepository.org/inrc/2017/presentations_2017/285
Conference Name
28th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Dublin, Ireland
Conference Year
2017
Rights Holder
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Acquisition
Proxy-submission
The challenges of online education with respect to accessing health policy expertise
Dublin, Ireland
Purpose: This project was undertaken to evaluate the utilization of available technology within the context of several on-line distance learning formats to access appropriate health policy expertise. This access was intended to provide the student an opportunity to critically appraise health policy relevant to clinical practice and learn skills to engage in policy development at the intersection of practice and research, as outlined in the Essentials of Doctoral Education for Advanced Nursing Practice
Implementation: Through the collaborative efforts of an inter-professional team, four on-line synchronous sessions were delivered during a semester-long Advanced Health Policy Course within a nursing doctoral program. One session included engagement with an NIH researcher and clinician from the National Cancer Institute/National Institutes of Health. Similar content was delivered in an asynchronous and hybrid graduate health policy course.
Outcomes: Through the utilization of a distance-learning platform, "synchronous" exposure to an NIH researcher and health policy expert created "social presence" among a cohort of geographically distant doctoral students. This delivery methodology wss compared to both a hybrid and asynchronous module with the same content. The pedagogy of synchronous on-line content delivery was compared to asynchronous and hybrid delivery of similar content. Insights for the faculty member will be shared with respect to the value and "cost" of providing "access" to "quality" experts in health policy development.
Implications for Policy Education: Moving beyond the "webinar" model of asynchronous on-line education, the ability to create social presence through the integration of real time dialogue will provide opportunities for richer understanding of health policy and a more active engagement in health policy education. In addition, this model creates inter-professional opportunities to collaborate across geographically distant doctoral programs, while sharing both resources and expertise.