Paramedic_Online_Courses_TIP



Jefferson College of Health Sciences Paramedic e-Learning ProgramEducational Technology Plan 2014-2019Table of ContentsVision, Mission, and Goals………………………….……………………………….……………………….………………..….….…….....3Needs Assessment ……………………………………………………………………………………………………….………………………...4The Planning Process..…………………………………………………………………………………………………………………….…...….5State Goals and Objectives with Local Strategies and Measures.…….….…………………………….…..…...5Environment………………………………………………………………………………………………………………….…….….....8Engagement…………………………………………………………………………………………………….……….…….….…......8Application Tools....………………………………………………………………………………………………………..…….…….9Results……...……………………………………………………………….………………………………………………….…....…….9Implementation: Timetable and Budget for Goals, Objectives and Strategies…………………….…….…..…....10Executive Summary………………………………………………………………………........…………………………………….………….17References..................................................................................................................................................19 Vision, Mission, and Goals for the Paramedic e-Learning ProgramMissionThe mission of the Paramedic e-Learning program is to expand educational opportunities offering a variety of general education, programmatic, and continuing education courses by merging online modules with video, simulation, and other media to meet the needs of the changing field of emergency services within the college, profession, and community. VisionThe vision of the Paramedic e-Learning program is to become recognized by the academic community regionally and nationally as a leader in providing lifelong learning experiences through learner-centered paramedic e-learning. Goals and StrategiesGoal #1 – Educate and train culturally diverse, special needs, and socio-economic learners to become competent entry-level paramedics. Strategy – Hire credentialed faculty (SACS, 2012).Goal #2 – Use Blackboard Collaborate to provide effective online instruction to students. Strategy – Utilize the college Blackboard system and train faculty in its use. Goal #3 – Use the online environment and simulation technology to prepare students for the profession and provide lifelong learning experiences in continuing education.Strategy – Hire competent Nationally Registered Paramedics as instructors for skills practice scenario-based and simulation sessions.Goal #4 – Use the online environment and simulated technology for skills practice and testing sessions. Strategy – Develop a schedule to use the Emergency Services Lab for skills practice sessions as well as partner with Pearson VUE Test Center. Goal #5 – Engage, empower, and prepare students to become knowledgeable and ethical participants of the profession. Strategy – Hire and train competent Nationally Registered Paramedics as preceptors for clinical and EMS field rotations (CoAEMSP, 2005).Goal #6 – Use Web-based programming to schedule clinical and EMS field rotations as well as track skills to verify student competency to take the National Registry Paramedic test. Strategy – Require students to purchase FISDAP. Needs Assessment Strengths – What are the current strengths?Infrastructure for online learning in place (Blackboard Collaborate)Academic Technology Services Group in place to serve as tech supportOnline registration in place for student enrollmentDisabilities Services Coordinator available through Student Affairs officeFinancial Aid Representatives available through the Financial Aid officeDistance Education Librarian available through the college (JCHS) and Virginia Tech Carilion School of Medicine (VTCSM) librariesExisting Web-based program (FISDAP) to schedule clinical and EMS field rotations and track skills for verification of student competency to take the National Registry Paramedic testExisting partnership with Pearson VUE Test CenterSound background to base program from both associate and bachelor degreesCapital investment in placeMeets market demandIncreases student FTEsNo competition in VirginiaTuition competitive for similar bachelor programsWeaknesses – What are the current weaknesses?Bachelor’s degree is not required for entry-level paramedic positionsRequires hiring additional faculty members (SACS, 2012)Requires hiring additional Nationally Registered Paramedics as instructors for skills practice scenario-based and simulation sessionsRequires hiring additional Nationally Registered Paramedics as preceptors for clinical and EMS field rotations (CoAEMSP, 2005)Requires hiring at least bilingual professorsOpportunities – What are the future opportunities?Meets the demand of the workforceNational leader for online degree (one other program at George Washington University)One of 14 national Bachelor’s programs producing paramedicsPotential for grant/research opportunitiesLarge graduate market eligible for distance degree (Associate graduates)Large graduate market eligible for distance degree completion program (Emergency Medical Technicians at the Intermediate level)Simulation labNational Flight Medicine Training InstituteThreats – What threatens those future opportunities?Increased competition at the face-to-face classroom Bachelor degree levelTwenty-six accredited paramedic programs in VirginiaFailure to keep students engaged because of lack of face-to-face contactThe Planning Process State Goals and Objectives with Local Strategies and MeasuresGoalNecessary Action to Meet GoalStrategiesMeasures1. Educate and train culturally diverse, special needs, and socio-economic learners to become competent entry-level paramedics. Advertise new bilingual faculty positions (2) with necessary credentials to meet SACS standardsRefer students to the Disabilities Services Coordinator available through the Student Affairs officeRefer students to Financial Aid Representatives available through the Financial Aid officeHire credentialed faculty (SACS, 2012).Students must pass their general education and professional courses to earn their Bachelor’s DegreeStudents must pass their Oral Boards with the programmatic Operational Medical Director to become eligible to set for their National Registry Emergency Medical Technician – Paramedic (NREMT-P) examinationStudents must pass the HESI test for Emergency Medical Technicians to become eligible to set for their NREMT-P examination Students must pass their Practical and Written NREMT-P examination to become certified paramedics2. Use Blackboard Collaborate to provide effective online instruction to students. Purchase two additional Dell Inspiron One 2300 with Energy Star 5.2 computers with built in Webcams for new faculty membersPurchase two Logitech H340 USB HeadsetsUtilize the college Blackboard system and train faculty in its use.Provide Blackboard Collaborate training for new faculty members inWeb conferencingVoice authoringTelephonyRecording and streamingProvide Webcam operation and headset training to new faculty members3. Use the online environment and simulation technology to prepare students for the profession and provide lifelong learning experiences in continuing education.Use Blackboard Collaborate to create the online environment for students (ISTE, 2000)Use simulation devices i.e. SimMan, SimBaby, SimJunior, and the Ambulance Simulator (ISTE, 2000)Use technology resources to engage in ongoing professional development and lifelong learning (ISTE, 2000)Hire competent Nationally Registered Paramedics as instructors for skills practice scenario-based and simulation sessions (CoAEMSP, 2005).Compile data collected by the simulation devices and analyze it to interpret the results are satisfactory or needs improvement. Provide this feedback to students to help them improve their instructional practice to maximize student learning (ISTE, 2000)4. Use the online environment and simulated technology for skills practice and testing sessions. Use Blackboard Collaborate Pearson Learning Studio to integrate live, synchronous distance learning instructor led skills practice sessions and collaboration into the course work (ISTE, 2000)Use simulation devices i.e. SimMan, SimBaby, SimJunior, and the Ambulance Simulator (ISTE, 2000)Develop a schedule to use the Emergency Services Lab for skills practice sessions as well as partner with Pearson VUE Test pile data collected by the simulation devices and analyze it to interpret the results are satisfactory or needs improvement. Provide this feedback to students to help them improve their instructional practice to maximize student learning (ISTE, 2000)Analyze data from Pearson VUE Test Center to determine successful completion of required tests (ISTE, 2000)Analyze data from Pearson VUE Test Center to determine first time pass rates on the NREMT-P examination (ISTE, 2000)5. Engage, empower, and prepare students to become knowledgeable and ethical participants of the profession.Advertise new bilingual NREMT-P preceptor positions (20) with necessary credentials within the clinical and field internship sites to meet the CoAEMSP standards (CoAEMSP, 2005)Hire and train competent Nationally Registered Paramedics as preceptors for clinical and EMS field rotations (CoAEMSP, 2005).Students must meet the necessary 144 Clinical hoursStudents must meet the necessary 48 Field Internship hoursStudents must meet the Competency Summary as a EMT to ParamedicTrauma AssessmentsPediatric (10)Adult (10)Geriatric (10)Medical AssessmentsPediatric (10)Adult (10)Geriatric (10)Cardiovascular (20)Respiratory (20)Altered Mental Status (20)OB Delivery (2)Neonatal (2)OB Assessment (10)Medication Administration (60)IV Access (25)Airway Management (50[20]) to meet the Commonwealth of Virginia & CoAEMSP StandardsVentilation Non-intubated Patient (20)Endotracheal Intubation (1)Team Leader on EMS Unit (50 [30]) to meet the Commonwealth of Virginia & CoAEMSP Standards (VDH, 2013)6. Use Web-based programming to schedule clinical and EMS field rotations as well as track skills to verify student competency to take the National Registry Paramedic test.Create activation codes for students to purchase FISDAPProvide link to FISDAP for students to go to purchase accountsPublish demo for students to follow to create accountsTrain students to enter data for skills tracking in FISDAPTrain preceptors to enter data into electronic evaluations in FISDAPRequire students to purchase FISDAP.Track student purchases to determine all students have purchased and successful created their FISDAP accountsCreate schedules for each clinical and field internship rotationAssign clinical and field internship rotations to the studentsAudit completed clinical and field internship rotations to ensure students are entering correct data for skills trackingEnvironmentThe best possible learning environment for the Paramedic E-learning program involves the use of a blended instructional model. This type instruction involves face-to-face instruction and an online environment to provide Web conferencing, instant messaging, mobile collaboration, didactic lessons, and voice authoring. The students will use the online environment for their general education and professional didactic courses. Their skills practice and simulation sessions will take place in the Emergency Services lab, clinical rotations in Carilion Roanoke Memorial Hospital as well as Carilion Community Hospital, and field internship rotations in various municipalities involving face-to-face contact with the instructors and preceptors and online data entry in FISDAP. Testing will take place at the Pearson VUE Test Center in online modules. EngagementEach student will have an advisor within the Paramedic E-learning program to assist them throughout their college career, such as advising on courses the student needs to take to successfully complete the program. He or she will refer students to the Financial Aid office or to Student Affairs for assistance as needed. Students will receive training on using Blackboard Collaborate and FISDAP as well as an e-mail address and sign-in information for communication purposes at the beginning of their program. Faculty will provide instruction and discussion for general education and professional didactic courses using Blackboard Collaborate as the delivery method. Faculty will provide hours of availability for students who need to come in and meet with him or her. Students will have the ability to make appointments through Starfish part of the college’s existing infrastructure. Instructors and preceptors will engage students in practice skills and simulation sessions as well as clinical and field internship rotations as scheduled to meet the state and national paramedic protocol. Application ToolsThe existing infrastructure includes servers, Blackboard Collaborate, computer labs, an EMS skills lab with simulation devices and technology, WiFi, and distance education library capabilities. The major addition for the college will be to upgrade its operating system on existing computers to Windows 7 or 8. In addition, the program will need to purchase two additional Dell Inspiron One 2300 with Energy Star 5.2 computers with built in Webcams as well as two Logitech H340 USB Headsets for the two additional faculty members. Students will need to have their own computers with Webcam capabilities and a headset. Student and faculty computers will need Microsoft Office 2007 or higher. In addition, students and faculty will need to use Mozilla Foxfire to access FISDAP and have high speed Internet service to access Blackboard Collaborate. Students may use mobile devices for FISDAP data entry in the form of Smart Phones, iPads, Tablets, or Laptops. The school server for distance learning as well as existing simulation devices and technology are sufficient for the Paramedic E-learning program needs. Students may want to purchase a flash drive for file storage and are encouraged to develop an account, such as Dropbox for cloud storage.ResultsStudents will effectively use Blackboard Collaborate for general education and programmatic didactic instruction. Students will utilize FISDAP to track their skills and to show they have met all required competencies. When competencies have been met the student will become eligible to take his or her practical and written National Registry examination. If a student fails to meet his or her competencies he or she will be eligible for remediation course work until competencies are met. In addition, if a student is unable to pass his or her practical and written National Registry examination he or she will become eligible for remediation course work for up to a year from completion of didactic course work. Upon completion of the Paramedic E-learning program students will be ready for an entry-level position. Integration of technology into the Paramedic E-learning program is two-fold. Simulation technology provides a realistic training approach for students to learn within the lab before entering their clinical and field rotations. In addition, FISDAP and Blackboard helps students become comfortable with computers and software before entering their careers, which use Toughbook technology in the field and EPIC in the clinical settings for patient tracking purposes. The integration of technology will help the faculty to meet the standards and performance indicators as published in the International Society for Technology in Education (ISTE) National Educational Technology Standards (NETS) and Performance Indicators for Teachers. ImplementationBudget Technology currently provided by the Jefferson College of Health Sciences Upgrade college computers to Windows 8Blackboard Collaborate (Infrastructure)Camtasia software (Screen Recording Software)Academic Technology Services Group (Tech Support)Self-Service (Online Registration System)Distance Education Library (JCHS & VCTSM)FISDAP ((Scheduler & Skills Tracker)Pearson VUE Test CenterEmergency Services Lab (Room 203)SimMan Patient SimulatorSimJunior Patient SimulatorSimBaby Patient SimulatorAmbulance SimulatorMPL Trauma Patient SimulatorALS Baby Patient SimulatorVital SimsSimbionix Virtual Lap MentorIV Virtual TrainerComputer LabCPAPTransport Ventilator12-Lead EKGZoll-M SeriesCO2 -DetectorNon-technological Emergency Medical Equipment and Services currently provided by Jefferson College of Health Sciences Office SpaceDesksBookshelvesFile cabinetsPrintersCopiersFAX MachineClassroom tables in Emergency Services LabChairs in the Emergency Services LabLab Computers with Various SoftwareStandard ManikinsBag Value MasksDefibrillatorsCPR ManikinsIV Trainer ArmsIntubation HeadsOB ManikinChest Decompression Manikins Chester Chest TrainerTrans TrachEmergency Medical Supplies Inventory Disabilities Services Coordinator (Student Affairs)Financial Aid Representatives (Financial Aid Office)Programmatic ExpensesDell Inspiron One 2300 Computer with Webcam (2) – $1,057.40 per facultyLogitech H340 USB Headset (2) – $28.99 per faculty12 Month Faculty (2) – $70,000 per facultySkills Practice Instructors (21 hrs per student) – $45 (per 3 hr session) * 7 * 24 studentsClinical Preceptors (120 hrs per student) – $35 (per 12 hr rotation) * 10 * 24 students Internship Preceptors (204 hrs per student) – $35 (per 12 hr rotation) * 17 * 24 studentsStudent Non-Tuition ExpensesFISDAP Scheduler and Skills Tracker – $80.00 per studentFISDAP Data Entry Training – N/CBackground Check – $61 per studentDrug Screen – $60 per studentTextbook – $300 per studentScrubs for clinical (2 sets) – $50 per studentBlack Tennis Shoes – $100.00 per studentUniforms for internship (Boots, Belt, Pants (2), Shirts (2) – $300 per studentProfessional Development CostsFaculty Blackboard Collaborate Training (Online) N/CFISDAP Internship/Clinical Preceptor Training (Online) – $25.00 per PreceptorFISDAP Data Entry Training – N/CSimulation Training for Instructors (In-house) N/CProgrammatic Estimated Cost ItemCostQuantityTotal12 Month Faculty $70,000.00 2 $140,000.00 Dell Computers 1, 057.40 2 2,114.80Logitech Headsets 28.99 2 57.98Skills Practice Instructor 45.00 168 7,560.00FISDAP Preceptor Training 25.00 20 500.00Clinical Preceptors 35.00 240 8,400.00Internship Preceptors 35.00 408 14,280.00Total $172,912.78Student Estimated CostItemCostQuantityTotalFISDAP$80.00 1 $ 80.00Background Check 61.00 1 61.00Drug Screen 60.00 1 60.00Textbook300.00 1 300.00Scrubs 50.00 2 100.00Tennis Shoes100.00 1 100.00Uniforms (Boots, Belt, Pants, Shirts)300.00 1 300.00Total $1,001.00Professional Development PlanThis section involves the creation of a professional development plan for the Paramedic E-learning program to ensure skills practice instructors know how to manage the use of the programmatic simulation devices as well as faculty, instructors, preceptors, and staff meets the requirements of their professional development training and annual in-services. The estimated budget is $172,912.78, which has all ready been earmarked for startup of the program. Professional Development Session 1 – Blackboard Collaborate training fits into the curriculum under Goal #2 use Blackboard Collaborate to provide effective online instruction to students. Professional Development Session 2 – SimMan 4g, SimJunior, SimBaby, and Ambulance Simulator Directions for Use training fits into the curriculum under Goal #4 simulated technology for skills practice and testing sessions. Professional Development Session 3 – Preceptor FISDAP Training fits into the curriculum under Goal #6 use Web-based programming to schedule clinical and EMS field rotations as well as track skills to verify student competency to take the National Registry Paramedic test. Goals/ObjectivesTimeframeWhoStrategy/MeasuresAnnual In-services:Infectious DiseasesFire SafetyElectrical Safety ComplianceHIPAACampus SafetyAvailable from October 1st to March 31st Faculty, Staff, Instructors, & PreceptorsPart of the Carilion Clinic & Jefferson College of Health Sciences evaluation processAnnual Cultural Awareness Training Module 21: Cultural Awareness 21.1, 21.2, 21.3, & 21.4 (NHTSA, 2002)August (Welcome Back Week)Faculty, Staff, Instructors, & PreceptorsProgrammatic accreditation requirement with the Committee on Accreditation of Educational Programs for the Emergency Medical Services Profession (CoAEMSP, 2005)Annual Financial Aid training to provide guidance for students in need of financial aid and scholarships (SACS, 2012)August (Welcome Back Week)Faculty, Staff, Instructors, & PreceptorsCollege accreditation requirement with the Southern Association of Colleges and Schools Commission on Colleges (SACS, 2012)Annual Disabilities Services training to provide guidance for students in need of special accommodations for disabilities (SACS, 2012)August (Welcome Back Week)Faculty, Staff, Instructors, & PreceptorsCollege accreditation requirement with the Southern Association of Colleges and Schools Commission on Colleges (SACS, 2012)Annual simulation training & updates:SimMan 4g (8 hrs)SimJunior (8 hrs)SimBaby (8 hrs) Ambulance Simulator (4 hrs) (ISTE, 2000)Three 8 hour & one 4 hour session will be offered every four weeks from August 1st to March 31st Faculty, Skills Practice Instructors, & StaffInternational Society for Technology in Education, ISTE National Education Technology Standards requirement to use the online environment and simulated technology to meet the diverse needs of students (ISTE, 2000)Blackboard Collaborate, Webcam Operation, and Headset TrainingNew faculty member, Ongoing for updatesFacultyProvide Blackboard Collaborate training for new faculty members inWeb ConferencingVoice authoringTelephonyRecording and streamingProvide Webcam operation and headset training to new facultyPreceptor FISDAP TrainingNew preceptor, Ongoing for updatesPreceptorsProvide new preceptors with Preceptor Training and one-on-one electronic data entry of evaluations in FISDAPProfessional Development Session 1 Topic/Subject: Blackboard Collaborate, Webcam Operation, and Headset TrainingStandard/Strategy: Utilize the college Blackboard system and train faculty in its use. Measure: To integrate live, synchronous e-learning instructor led sessions and collaboration into the course work (ISTE, 2000). The measure of high satisfaction or low satisfaction results from the end of the course survey for up to five years will determine successful or unsuccessful integration. Objective: To provide Blackboard Collaborate training for new faculty member in Web conferencing, voice authoring, and telephony as well as recording and streaming. Provide Webcam operation and headset training to new faculty members. Where It Fits: This training will be used by faculty to create their didactic online lessons and lectures. Materials Used: The following materials will be used throughout the initial and ongoing update training sessions: ComputerWebcamHeadsetTextbookBlackboard Collaborate TM On-Demand Learning Center Website (Blackboard Collaborate, 2013)Blackboard Collaborate Web ConferencingBlackboard Collaborate Enterprise Instant MessagingBlackboard Collaborate Voice AuthoringBlackboard Collaborate IntegrationsJefferson College Computer Lab for Hands-on TrainingDistance Learning Library Resources Professional Development Session 2Topic/Subject: SimMan 4g, SimJunior, SimBaby, and Ambulance Simulator Directions for Use TrainingStandard/Strategy: International Society for Technology in Education, ISTE National Education Technology Standards requirement to use the online environment and simulated technology to meet the diverse needs of students (ISTE, 2000)Measure: Instructor must perform a skills competency check-off of skills by the programmatic operational medical director annually. Objective: Train new bilingual faculty to use the simulation devices sufficiently to serve as an instructor and interpreter as well as retrain and update returning faculty, skills practice instructors, and staff on the correct use of the simulation devices. Where It Fits: This training will be used by instructors, faculty, and staff during student skills practice and simulation sessions.Materials Used: The following materials will be used throughout the 28 hours training sessions with the respective simulation device training sessions: SimMan 4g (8 hours) Directions for Use ManualAirway, Lungs, and Airway ManagementPulsesPneumothoraxAbdominal Distension Urinary CatheterizationBlood Pressure ArmIV ArmAir and CO2Halting a ScenarioDebriefing After a ScenarioConfiguring Patient MonitorMaintenanceSimJunior (8 hours)Directions for Use ManualSetup SummaryInstructor PCRunning a ScenarioPatient Monitor InterfaceDebrief ViewerIO LegIV ArmBlood Pressure CuffChanging of PupilsMaintenanceSimBaby (8 hours)Directions for Use ManualPatient Monitor12-lead EKGX-raysSpO2 Pulse Oximetry ProbeAir and CO2PneumothoraxIV Lower Right LegIV Lower Left LegIO Lower Right LegIO Lower Left legAmbulance Simulator (4 hours) Directions for Use ManualOperating the Lighting System (Exterior and Bay Lights)Operating the EKG MonitorOperating the Automated External DefibrillatorOperating the Gurney Intubation EquipmentTraction SplintsMaintenance Professional Development Session 3 Topic/Subject: Preceptor FISDAP TrainingStandard/Strategy: Setup preceptor accounts to complete Clinical/Internship Preceptor Training, complete online evaluations of students, and view scheduled rotations of students.Measure: Preceptor must complete Clinical/Internship Preceptor Training Modules and provide certificate of completion to the Clinical/Internship Coordinator. In addition the preceptor must meet with Clinical Resource Associate to complete one-on-one Evaluation Data Entry Training. Objective: To train preceptors to become competent preceptors effectively entering data into online Preceptor Evaluations of Students displaying an accurate grade percentage. Where It Fits: This training will be used to effectively enter data on evaluations during Clinical and EMS Field Internship rotations. Materials Used: The following materials will be used throughout training sessions: ComputerWeb-based Program (FISDAP) Website (FISDAP, 2014)Clinical/Field Internship Preceptor Training ModulesOverview of SchedulerOverview of Skills TrackerOnline Preceptor Evaluation of StudentsExecutive SummaryThe Paramedic E-Learning Program Educational Technology Plan for 2014 – 2019 aligns with the National Emergency Medical Services Education Standards administered through the National Highway Traffic Safety Administration (NHTSA), Commission on Accreditation of Allied Health Education Programs (CAAHEP)?Standards and Guidelines?for the Accreditation of Educational Programs in the Emergency Medical Services Professions administered by Committee on Accreditation of Educational Programs for the Emergency Medical Services Profession (CoAEMSP) , The Principles of Accreditation Standards administered by the Southern Association of Colleges and Schools Commission on Colleges (SACS), ISTE National Education Technology Standards (NETS) and Performance Indicators for Teachers administered by the International Society for Technology in Education (ISTE), and ALS Certification Program Clinical Hour and Competency Summary administered by the Virginia Department of Health (VDH). The technology plan details the Paramedic E-learning program’s mission, vision, goals, and strategies specifically using Blackboard Collaborate and simulation technologies. The technology plan presents a plan to take paramedic learning to an online format. This will occur as a blended instructional model with face-to-face instruction and in the online environment. Instruction involves using existing technology and resources, such as Blackboard Collaborate, simulation technology, on campus Emergency Services labs, and onsite clinical and field internship rotations. Resources required involve hiring at least two bilingual faculty members to meet the needs of culturally diverse students. These faculty members will work with students and preceptors as needed as interpreters. Other resources needed involve purchasing two new computers and accessories to utilize Blackboard Collaborate. The plan outlines six goals with the necessary action, strategies, and measures to meet these. Students will work in the online environment for most if not all of their didactic course work. Blended instruction will occur in the labs as well as simulation technology areas. These areas of learning will prepare students for entry level paramedic positions as well as provide lifelong learning opportunities in continuing education. The use of the FISDAP program to track student skills in clinical/internship rotations, skills practice in the labs, and exercises using simulation technology will prepare the student to meet his or her competencies to qualify to take the national registry exam. Education today involves engaging, and empowering the student to meet the technological needs of the profession he or she enters. Knowledge alone gets the student in the door but having technological experience prior to entering the career helps the student excel in his or her new position. The technology discussed in this plan helps the entry level paramedic gain technologic knowledge of systems used in his or her profession before entering the work force. Crosswalk of GoalsA goals comparison of the National Educational Technology Plan, the Educational Technology Plan for Virginia, and the Paramedic E-Learning Program Educational Technology Plan.National Educational Technology PlanEducational Technology Plan for (Virginia)Paramedic E-Learning Program Strategic PlanLearning:Provides the guidelines and standards that students must meet to become eligible to test at the national level to become a paramedic. Provides the guidelines and standards that students must meet to become eligible to test at the state level to become a paramedic. Engages, empowers, and prepares students to gain knowledge, skills, and technological experience to become ethical participants in their profession.Assessment:Student assessment occurs through tests and evaluations throughout their course work in general, core, and professional courses meeting the national standards. Student assessment occurs through tests and evaluations throughout their course work in general, core, and professional courses meeting the state standards. The program assesses students using course tests, skills evaluations, and simulation scenarios and testing to meet the state and national standards.Teaching:Professional development for faculty, skills instructors, and preceptors will involve various training to prepare them to become effective instructors in professional course work, simulation technology, Blackboard Collaborate, FISDAP preceptor training to ensure accurate interpretation and instruction of skills at the national level.Professional development for faculty, skills instructors, and preceptors will involve various training to prepare them to become effective instructors in professional course work, simulation technology, Blackboard Collaborate, FISDAP preceptor training to ensure accurate interpretation and instruction of skills at the state level.Professional development for faculty, skills instructors, and preceptors will involve Blackboard Collaborate, Webcam, Headset, SimMan 4g, SimJunior, SimBaby, Ambulance Simulator, and FISDAP training to ensure the program provides knowledgeable and competent personnel to train students in national and state protocol.Infrastructure:Requires a comprehensive infrastructure for e-learning for the student and educator as well as provides the resources needed to provide an effective learning experience supporting national guidelines and standards. Requires a comprehensive infrastructure for e-learning for the student and educator as well as provides the resources needed to provide an effective learning experience supporting state guidelines and standards. The program’s infrastructure is currently functional throughout the college network as Blackboard Collaborate offering Web Conferencing, Voice Authoring, Telephony, and Recording and Streaming as well existing simulation technology and Web-based programming for scheduling clinical/field rotations and tracking skills. Productivity:Application of the national standards will occur to ensure that the use of technology helps to implement personal learning as well as maintain progressive movement throughout the required course work. Application of the state standards will occur to ensure that the use of technology helps to implement personal learning as well as maintain progressive movement throughout the required course work. Faculty, skills instructors, and preceptors will implement the use of the new technology as required by the program to maintain adequate productivity. ReferencesBlackboard Collaborate. (2013). Blackboard Collaborate TM On-demand learning center. Retrieved from on Accreditation of Educational Programs for the Emergency Medical Services Profession (CoAEMSP). (2005). CAAHEP?standards and guidelines?for the accreditation of educational programs in the emergency medical services professions. Retrieved from . (2014). FISDAP online tools for EMS education. Retrieved from Society for Technology in Education (ISTE). (2000). ISTE national education technology standards (NETS) and performance indicators for teachers. Retrieved from Highway Transportation Safety Administration (NHTSA). (2002). 2002 National guidelines for educating EMS instructors. National Association of EMS Educators. Retrieved from Association of Colleges and Schools Commission on Colleges (SACS). (2012). The principles of accreditation: Foundations for quality enhancement. Retrieved from Department of Health (VDH). (2013). ALS certification program clinical hour and competency summary. Retrieved from vdh.oems ................
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