跨出第 E 步-應用跨領域素養導向創新高齡數位照護課程的教與學

2023高齡教育數位深耕研討會 《

跨 出 第 E 步 應用跨領域素養導向創新 高齡數位照護課程的教與學

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Presenter: 陳嬿今 RN, PhD 國立成功大學附設醫院護理部&護理系

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CONTENTS 01 確定課程學習目標 Objectives of course

Evaluation the learning outcomes

Reasoning

02 03

學習成效評值

緣起

04

透過教學理論進行課程設計 Using theory to design a geriatric course

More then DOUBLE the number of people aged 65+ will MORE THAN DOUBLE form 761 Million in 2021 to 1 in 10 people 65+ 1.6 Billion in 2050 1 in 6 people 65+ https://www.imf.org/en/Publications/fandd/issues/Series/AnalyticalSeries/aging-is-the-real-population-bomb-bloom-zucker

The aging population is creating many problems — especially regarding elderly healthcare issues Diseases are “cured”, but people remains “not cared” for

• Multiple complex care needs • Cross setting, disciplines, sectors • From disease to health/wellbeing • The weakening of the care labor • Unfriendly payments and regulations

History of gerontological Hartford Foundation initiatives in nursing education

Gerontological nursing education

A Hartford foundation initiatives in nursing education, nursing practice, nursing research, and nursing policy include enhancement of geriatrics in nursing education programs through curricular reform and faculty development. Nursing competence in aging in 2003. Nurse practitioner and clinical nurse specialist competencies for older adult care published by the AACN in 2004.

<1950

Gerontological nursing with little recognition Gerontological nursing was seen as the application of general principles of nursing to older adults with little recognition of this area of nursing as a specialty, similar to obstetric, pediatric, or surgical nursing.

1996

2006

Essential educational competencies and academic standards for care of older adults have been developed by national organization such as AACN for both basic and advanced nursing education.

In 2010, Recommended baccalaureate competencies and curricular guidelines for the nursing care of older adults has been published.

2008

Developed standards of gerontological care Nursing was the 1st of the professions to develop standards of gerontological care.

(ANA,2018)

2010

Organizations devoted to gerontology research and practice The Gerontological society of America (GSA) demonstrates the need for interdisciplinary collaboration in research and practice.

A scoping review with 27 articles

Survey in 2015

成大醫院高齡照護組

Experiences sharing- From material to a blended distance learning course

How to take the first E-step?

https://www.ypppt.com/

01

Keep the critical components in geriatric care course

02

Analyze the learners’ Learning needs

03

Applied a learning theory to connect the objective of geriatric course and learners’ needs

Understand the critical components in 01 geriatric care course Normative Learning fundamental knowledge and attitude of geriatric care.

Clinical practice Learning skillful knowledge for helping healthy aging.

Programmatic Focus on symptoms or diseases to develop a protocol or a health education leaflet based on effective evidence-based strategy.

確 認 課 程 目 標

Distinguish Understand the global aging and theoretical concept on aging.

Distinguish the differences between normal ageing and ill health.

Analyze Assess Identify unique health needs by current development in elderly comprehensive assessment.

Analyze the common issues relevant to geriatric syndromes (psychological and physical).

Provide effective strategy Review effective strategies to geriatric care on own case scenario.

從既有的數位學習中挑選出符合課程目標的主題並增添需要的

02 Analyze the learners’ Learning needs

Needs • Time zone differences • Diverse professional backgrounds • Cultural differences • Language barriers

Strategies • A blended learning  55% Asynchronous (e-learning)  45% Synchronous (Live+physical attend)

• Concrete questions for student thinking  Learning sheet  Quiz

• Learn from experts

03 Implemented Sharestar (學思達) to connect

teaching and learning

•

•

01

02

03

04

05

Self Learning

Thinking

Presentation

(學生自學)

Discussions

(思考問題)

(小組討論)

(學生報告)

Teacher Conclusions

Online education

•

Completing pre-

•

Reviewing and

•

Group oral presentation

material (videos, and

designed learning

handouts) on the N-

commenting on

sheets that address

on a specific geriatric

learning platform.

other participants’

specific geriatric

care issue.

assignments.

Academic paper reading.

care issues.

•

Comprehensive reviews of key learning points after each

Collaborative working

assignment to provide

Group discussion

for producing an age-

real-time feedback.

and anonymous

friendly health education

• •

(老師總結)

voting for the best assignments.

leaflet.

•

Sharing excellent assignments to all students.

Evaluation of learning outcomes 護理

醫學工程

Attitude Skill

應用 實踐

成人教育

團隊合作

多元文化理解

實 作 參 與

互 動 溝 通

跨領域 素養 自主學習

Knowledge

創新思考

規劃執行

溝通 表達

工程管理

學生自學  透過非同步進行數位學習

觀看如何與高齡者 的溝通的數位影片

 推薦與主題相關的文獻

1 FIRST

Self Learning 同步推薦updated相關文獻

思考問題 透過「學習單」消化吸收數位影片的內容

工作

生活

學習單 透過「看電影 Still Alice」連結失智者的照 護

2 second

Thinking

行为

Distinguish the differences between age-related changing and ill-health.

Age is a part of the life circle. Learn geriatric care not only for caring for patients but also maintain you have a good late life.

Speak in a rational way.

Based on a model to do comprehensive assessment.

小組討論  創造一個交流園地，進行同儕學習  透過投票選出優良作業  舉辦同步專家交流  場域參訪

3 third

Discussions

一人有兩票，投出心目中的優良作業

進行專家交流

場域參訪

學生報告  小組報告  作品展示: Protocol, leaflet…

4 fourth

Presentation

Web-Based Laughter Yoga for the improvement of Mental Health among Older Adults Video training for informal caregivers of people with dementia in the community Application of Bluetooth-low-energybased fall detection and warning system for older adult inpatients in NCKU hospital

老師總結  透過老師的視角，去總結每一周的 作業主要要讓大家學習到的目標  邀請領域專家參與作品發表會  頒獎課程中MVP

5 fifth

Conclusions

Evaluation Criteria-1 1. Show your works – Product amazing (30%) • Each group will present the innovation products at the end of the course. (30%) i. Following previous learning, pick up one of disease or geriatric syndromes you interested in, and review of interventions/best practices of health promotion strategies that are effective to address the problem. ii. Groups will be encouraged to use digital technology to support the product, i.e. using an app., platform, or micro-video to show creativity. iii. Contents of oral presentation (20-minute presentation and 10 minutes for Q/A) (see appendix 1): (1) Topic (Linkage one of online course topics to assess and deal with it) (2) Content of story (3) Problem Analysis (4) Designing an age-friendly health education leaflet, micro-video for solving the problem.

Evaluation Criteria-2 • 2. Completed online sessions, quiz and assignments (60%) (A) There will be required watching for each online session, active class participation, and completing course assignments. The grade will be based on watching time of online course, active class participation (20%), grade of the quiz (10%), and quality of assignments (30%).

(B) For each session absence, 4 points will be taken away from the participation score.

(C) The purposes of these quiz and assignments are to confirm students understanding.

3. Course feedback (10%)

p=0.027

p= 0.001

Knowledge 52.83 63.57

Competence 24.1 38.2

100

p= 0.018

Mean scores

75 50 25 0 before after

Attitude 44.5 48.4

跨系選修的同學啾感心， 送來漂亮的鳳梨

From Challenges to the opportunities Geriatric care education is an global need

Digital course makes learning time more elastic

Geriatric care is a practical training course

Rearranged geriatric course design would be benefit

Students came from different countries, how to reduce language barriers

Prepare bilingual versions of videos, assignments with well-structured

How to evaluate learning outcomes appropriately

Setting a standard evaluation methods

課程E化過程中所要面對的 優先思考方向

確定課 程主軸 策略

學習者 課程 需求 設計

E化課程成功的因素

具應用性、有反饋 持續精進

陳嬿今 (Yen-Chin Chen) yenchin2427@gmail.com National Cheng Kung University and Hospital