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	<title>Innovations in Online Learning &#187; nursing</title>
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	<description>Curriculum and Instructional Design Highlights from the Center for Distance Learning</description>
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	<itunes:summary>Curriculum and Instructional Design Highlights from the Center for Distance Learning</itunes:summary>
	<itunes:author>Innovations in Online Learning</itunes:author>
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		<title>Innovations in Online Learning &#187; nursing</title>
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		<title>Advanced Health Assessment: The Jigsaw Puzzle</title>
		<link>http://commons.esc.edu/cdl-course-highlights/constructing-a-jigsaw-puzzle-through-navigation/</link>
		<comments>http://commons.esc.edu/cdl-course-highlights/constructing-a-jigsaw-puzzle-through-navigation/#comments</comments>
		<pubDate>Wed, 21 Oct 2009 20:58:49 +0000</pubDate>
		<dc:creator>Lisa Rapple</dc:creator>
				<category><![CDATA[Smart Objects]]></category>
		<category><![CDATA[nursing]]></category>

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		<description><![CDATA[Students progress through Advanced Health Assessment using the metaphor of constructing a jigsaw puzzle. The metaphor is two-fold, as it also represents constructing a full patient assessment. Using team navigation the students receive a new puzzle piece with the successful completion of each module. The series of team enrollments is begun with a pre-course discussion. Upon [...]]]></description>
			<content:encoded><![CDATA[<p>Students progress through <strong><em>Advanced Health Assessment</em></strong> using the metaphor of constructing a jigsaw puzzle. The metaphor is two-fold, as it also represents constructing a full patient assessment.</p>
<p>Using team navigation the students receive a new puzzle piece with the successful completion of each module. The series of team enrollments is begun with a pre-course discussion. Upon completion of the discussion they are enrolled in the first puzzle piece team. There after each module contains a crossword puzzle that enrolls them in the next puzzle piece portal, and so on.</p>
<p>Each puzzle piece links to the jigsaw puzzle where they see a new piece added as each module is completed. In addition a new active link appears, taking them to the next module of course material. This provides visual reinforcement of their progression through the material and it is thematic to the achievement of getting the big picture in evaluating clients holistically (body, mind, spirit).</p>
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		<title>Gender Health Nursing Case Studies</title>
		<link>http://commons.esc.edu/cdl-course-highlights/random-case-study-generator/</link>
		<comments>http://commons.esc.edu/cdl-course-highlights/random-case-study-generator/#comments</comments>
		<pubDate>Wed, 21 Oct 2009 16:00:02 +0000</pubDate>
		<dc:creator>Lisa Rapple</dc:creator>
				<category><![CDATA[Active Learning]]></category>
		<category><![CDATA[Learner-Centered]]></category>
		<category><![CDATA[Smart Objects]]></category>
		<category><![CDATA[case study]]></category>
		<category><![CDATA[nursing]]></category>

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		<description><![CDATA[In Gender Health Nursing, students produce unique, individual case studies for their peers using a random case study generator (see below).  The conditions are selected randomly and blindly, resulting in a unique set of conditions for their individual case studies. Students use these conditions to write detailed case studies for both a male and a female patient (applying the same [...]]]></description>
			<content:encoded><![CDATA[<p>In<strong><em> Gender Health Nursing, s</em></strong>tudents produce unique, individual case studies for their peers using a random case study generator (see below).  The conditions are selected randomly and blindly, resulting in a unique set of conditions for their individual case studies. Students use these conditions to write detailed case studies for both a male and a female patient (applying the same conditions to each gender). The generator has an infinite number of combinations so no two students cases are similar.  The results are displayed immediately and continually. This virtual activity was created to replicate a face-to- face classroom activity in which students role dice to get randomly assigned conditions for their case study.</p>
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		<title>Advanced Nursing Physiology Image Map</title>
		<link>http://commons.esc.edu/cdl-course-highlights/advanced-nursing-physiology-image-map/</link>
		<comments>http://commons.esc.edu/cdl-course-highlights/advanced-nursing-physiology-image-map/#comments</comments>
		<pubDate>Mon, 21 Sep 2009 20:56:46 +0000</pubDate>
		<dc:creator>Lisa Rapple</dc:creator>
				<category><![CDATA[Learner-Centered]]></category>
		<category><![CDATA[Smart Objects]]></category>
		<category><![CDATA[image map]]></category>
		<category><![CDATA[nursing]]></category>
		<category><![CDATA[physiology]]></category>

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		<description><![CDATA[The image map in Advanced Nursing Physiology provides non-linear, individualized navigation. Students are able to play to their strengths, interests, and scheduling needs by navigating uniquely within a large portion of the course.   Advanced Nursing Physiology – A full-body, high quality, anatomical model serves as a portal (image map) to various body systems.]]></description>
			<content:encoded><![CDATA[<p>The image map in <em>Advanced Nursing Physiology</em> provides non-linear, individualized navigation. Students are able to play to their strengths, interests, and scheduling needs by navigating uniquely within a large portion of the course.</p>
<p><strong><em> </em></strong></p>
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<dt><img class="size-full wp-image-286" title="Partial view of Anatomical Image Map " src="http://commons.esc.edu/cdl-course-highlights/files/2009/09/Top-of-Zygote-Man.jpg" alt="A full body high quality image of an anatomical male was used for the image map." width="120" height="142" /></dt>
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<p><em>Advanced Nursing Physiology</em></div>
<p>– A full-body, high quality, anatomical model serves as a portal (image map) to various body systems.</p>
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