II. Designing and implementing modules: a guide for the educator

dent may the,, elect to next take one of &v. mduler: Antepartal Nurse-Midwifery Practice, Postpartal NurseMidwifery Practice, Neonatology and Family Planning. It does not matter in what sequence these five modules are taken. Sometime while moving thrcjugh these five modules, all students will simultaneously take the Challenges In Nurse.Mldwifery Module. These five mod. Jes must be completed before moving into the Parent Education and Family Study Modules. While the start of the Parent Education and Family Study Module is prerequisite to the Antepartal-Intrapartal Complicattons Module, theParent Education and Family Study (because of the extended follow-through with families) continues throughout the Antepartal-lntrapartal G2mpllcations Moduleand ends some(ime during the Integration Module. The Into gratton Module ts the last module t&&n bu the stu&ent. It 1s benun upon c&j&tkm d the A&pa& lntrawrtal Comdlcations Module and Lws to integrate all learning in the program. Its objectives are theobjectives of total program. As rsn be seen. students entex and Ibxve modules at varying time perk&. Because of !hls. broad time limitations which are based up~l learning-teaching time need. ed to bring all or almost all st”. dems to unit mastery have been set. Tnese parameters concur tith those ol other slmliar txwlarns and haw been found td be-valid based on waluatlon d student learning-teachlng needs wlthln these pagrams over a period oi yean. Erceptiom to the deftned ttme Iimitattons are evaluated on an individual basis and modiflca~ tions msda accwJlngly. Most students will complete thlc pogram in months. Be cause students learn at dlffererr rates and come this prograrr with ~ryine edixattonal and PI~C tlc4 ba&gKwb. same rtudew will finish wont and some Iota

the

tdw

to

tt

,a”

0

thetwelve months.

f fun&g

orientation within this program. teacher-student ratio Is low. In some modules (such as the Pbplcal Assessment or Pelvic~Gvneco~ logical Screening) the teach&stu. dent ratlo Is one to one. As the student’s theoretical and practice base Increase, the ratio may change to an average teacher-student ratio ofor,e teacher to three or four students. This low ratio is parslble hcpws.! of the varied number of students within an” one module any one time. . It 1snot possible within the limits of this paper to elaborate “pea all the details included in such a pmgram, but It Is hoped that by sharing the Mastery Learning strategies utilized in this health professional educatiou program, other educators will be stimulated to try new approaches to student learnlng ,n an effort to increase rewarding learnlng expcrlences far all students.

Bscause

and availability of facul-

I end clinical facllltles. the maxl13 IT

Prcgram is Rfteen months..nls exmslon may be made with special : xulty permission Students must sc!iae that self-pacing throughout leormr;mmustbeaccomdlshed d&In ;he tlme framework &cessl. atedhyfinanclal, faculty and clinl. al p:actlce IimItatIons and In no ray would be construed to mean a .?isurelypace. The faculty 1s cornnitted to facilitating the efforts of ach student to achieve the pro[ram objectives and complete all equirements withln the &ated ime framework. Challenge mechanisms have wen built into each module to ac:ommodate those students coming o this program with selected theeetical-cllnlcal expe:tise. Success. ul challenge of a module(s) there‘y shortens the total time spent tithin the pogram. Graduation fav varies for each student and ,a!& place Individually as each student has mastered the content ti all fourteen modules. Because of the cllnical practice

at

Recommended reading: Block, James H., Ed. Mastery Learning: Theory and Ructice. New York: Holt, Rinehart and Winston, it+.. i971.

II. Designing and Implementing Modules: A Guide for the Educator ByLlndo U’heeler,C.N.M.,hf.N. Lhda Wheeler Formerly Ass,~cl. ate DIrector, Nurse-Midwifery I’ro. gram and Director, Family Rtin. n,ng Nurse Ractitloner Frcgnzm. Ur~lverslt~ of Mlsslsrl~~l Medical Center. Jockson. Missi&pl. Cur. rer.tly Doctoral Student, Highland Urwerslty, Moryullle, Tennessee. Modular InstructIon, an old teachlng4eaming method reborn It1 today’s quest for humanism In education, attempts ta lndlvldualizelnstructlonro that students may

“tlhze their most effective learning patterns, move through a prcggram at their own pace, and build on &sting knowledge and skills. Also known as mlnl-courses and audio. tutorial packages, modular iwtruc. tlon supports the belief that edwa. tlon should be goal.alented rather than tlme4ented and changes the roleofthe Instructor from giver of Information to “dlagnoctir.lan aeserlbn. motivator. and resource

, 7

porSOIl.“l

The Ilterature lndlcate

that the

throughout t& count,‘, In $1 f&z. and levels of ducatiw But, as van J-Jemertpcdnts out, “Its success in with th;iN and pe&nallty of thk instructor.“2 This paper is unltten to help interested parsons develop sklll in designing and Implementing content modules. FCWour pwwses, a module IS defined as “a ;elf-contamed, tndepwient unit of a planned series of learning actlvities designed to help the student accomplish certam well.deflned objectives “3 Directions for uniting objectives are not included as a number of gcod reference books in this area are available.

1. How to Begtn A. Stwl Small. Select one welldefined topic area In which you consider yourself an expert. b. SLarl Anywhee. Most of the published material cm modular In. s+ructlon emphasizes timenecerrity of smrting wlth objectives. If you a;4 comfo cable with objectIves aild skillful :n formulating them, by all means, begin there. But, if you ere not faindiar with &)ectlves, valuable time can be wasted Walt. ing for the appropriate wording to spring forth from your mind. 11. Suggested Components of a Module: A. We

Page.

Prdest

B. J’wtests have been used in two different WC+,: (1) to identify the knowledse. skills. and attitudes a person have upon entering a course In order to master the mrxl. ule obj~ctlves, and (2) to test the student’s ability to master the module &$ct:vas before partlci. pating in the learning actlvitles. In the latter case, the prs-test may br exactly the same as thepc&test. A pwtest is not an absolute neces. shy.

nist

20

C. Ob@crrwd and Suho&.ctlwr. 1l’he key factor In writing otjwttver I s b-zing able to convey to the stu
to

1I

;

guide

E. Blbllogmphy.

‘the blbllcgra,

&e data on the reso& In the study guide plus s;rpplementary complementary matnlal that you feel may be helpful. Avoid length) bibliographies that emphasizs quantity rather than quality. Bs sure that you include wly thou references that you have p-ersonal ly evaluated and deemed appro plate. Omlt hocks that we no available in the ltbrary the studsnti will be urlng. Also omtt ~ounalr

that the ltbrary does nd carry or w cannd p~rraurlly make availsble. CaKenhate on recent references except fm those few items which are considered tl~srlcs.” F. Worksheets . Case Stxfks. Students may proftt from wmksheetsand case rtudtor Qrlgned to pull together information from varlws saxces. Such paporr may also be wed to evaluate underNmdlng d cQnmpts or re. btionshtps. Youmaywant these to be opt&l as scene students wll And them more trouble than they are worth.

dffk.ult

G. Hamfouts. fncludod in this category are such things as prcco due guides and free pamphlets. H. Module Ewlwtim Fam. The studems’ evaluation of the module pwides thr Instructor with feedback on the ualw d the module as a learning tool. Often the evalua. tion fom, Ilsts the components of themoduleandaaks thestudent to state the extent to which each fa. cilltated ox hlndered Iemntng. The teaching effecttwwss d the In structa may also be assessed. 1. PoG.Terf The form taken by the p-z&4% will vary. Xdha witten or oral or a combl~tlon of both. provision for evaluation of mastery of each objective should be ;ncl&. Do not evaluateareas not tdentlbed In the objecttw.. Once the test has been designed, llnk each teat ques. tlon with the abjeclive it evaluates. ‘iou will p&ably ftnd that some ObJecwes are evaluated more than oihers. In some instances. thlr is appropriate and that is for you to d&de. Often you will Hnd that oneobjective has not been evah!atedat all. You may also have a question that Htr none of the objectives. J. Jntrcviuctlon: lhe Introdue tlcn may Include statements about the tmportenco d the general topic. the requtrementr, the grsd. lng system, tocatlon d resource

material, deadlInes, and any other information that the instructor wants the students to have. K. Statement Me-zhanlsm.’

of the Sirre

Challenge

a formal edu-

catioMl program Is not we-requisite for learning, students should be permltted to dancastrate mastery d the objectloes so ihat they can avo!d unnecessary repetition. The statement of the challenge mechanism outlines the procedure and the cwxiitions for < mmnstrating mastery at the beginning of the mod&. L The Instructor’s Philosophy of Learning.’ This philosophical statement guides the actions of the teacher and should promote beha. vioral consistency. M. List of Knowledges and If 0~0 large module consists of many topic areas, it is smnetimes useful to list each a:ea to be studied individually so that both the student and the instructor have’s check-list to evaluate student pwzgress.

Skills.’

Iff. Resowce Folbr: Keep a fdda entitled “Gwd Ar. titles and Bodes”. In it put a copy ofyour iavorite articles and a” a”. notated bibliography card on bmks that you feel may be appcoplate fcx the study guide 01 bibliography. I” this way. all of your Im. portent resource material will be readily available when you put the module together. lVFf”2lStep% A. When the tncdulo II cmn. pfded. dlstrlbute copia to yaw cdleagusr for their suggestions and, when “ecercary, their op proval. Be sure to give thorn time to respo”d. B. Once the module Is ready for the stud&s, go through It axce ’ Items J, K, Land M are “e&d If the module Is 0110 of a series of modules that together make up a comae or a major pert of a course. JwnMLwwwsc~~LllY

.Vd.

now before you send it for final yping. Check fu clarity of thouyht Ind a consistent format. The latter 5 :specially important if you use “ore than one module in your :o”rse. Such things as different aquenclng of page*, capitalizing hjectives in one module and not I” mother, and changing numbering x.tter”s can be confusing to stufnts. C. Once you have written one nodule, you rr.ay well decide to use his approach for a major portion x all of a course fn such a case )ou will need to be especially sup mtive. patient, caring, etc. at the xginning of the course as the jeaning magnitude of what is expected to be accomplished is likely :o overwhelm YOUI students. Your reward. howfuily, will cmne at the and when your students realize that Carl Rogers really was right when he said that the most meaningful kind of learning is that which is self-acquired. You will develop a new exciting feeling about teach ins and your own role in the learning process. D. Finally. don’t give up! The first verslo” of the module, when im. plemented. will contain all kinds of inwmsistendes and mistakes. You will have more problems than you can envision for a while. In the end. it ‘Mll all be worth the hard work. trouble and heartache. V. Mad&

Rovtsion:

Perlodlc revlslon of a module is eswntial. You may ask “How often is &riodic?” Decide ior yoursell but, generally speaking, it should be at least yearly. Every aspect 01 the pevkus product must be eval. uated for appropriateness and relevanee. Here are P few hints. a. ContInueto keepthe folder en titled “Good Articles and Books” This will be a areat asset for re Won of the -study guide am bibliography. Be careful, though to avold the temptation 1, tack or new resources wltho~l re.eval xx, me. a. hlll276

lating what you already have. 4lmost always, 6ome prevloos wsource should he ellmlnated be:ause of weak or invalid content. B. Leak at the evaluations of the nodule given to you by the adents. Incorporate their sug g&ions when appropriate and le.3dble. C. Carefully consider the cbjectives. Are they really what the stw dent should have accomplished upon completion of the module? Are they still relevant? Are they achievable III the alloted time? Is it Important hat students master them? Since the rest of the module revolves around the ob. jectlves. you should be pleased with what thev convev and wquiro. Each t&e you w&e the module, the objectives should become clearer. If you change any objective or subobjective, mak?.;he appropriate changes in the ,mst.tat (and pre-test when never saryl.

I

D. Identify items on the post-test that xe poorly stated. Try writing alternate que!rtlons for those Items you feel acctrmplished their purpore so thal you can SOO” have more than or,e test available. Rewite the items with which y-au are dissatisfied. E. Have you changed your philo. sophy of learning since the module was wrltten? Is there a more valid challenge mechanism? Are you satlsfled with the lntroductorv stntenwnt? How did the wo*kT sheets turn out? Do YOU feel the handout, were effect& Is there somethlrlg else you want the students to respond to on the evalua. tion form? VI Co”cklskm: As you can see, a good levisIon will be time consuming. Perhaps remembering how you felt when yau received an &dated blbllography, unclear objectives, or an irrelevant test will help you see the hnpo*tance of a good reviskan. You must provide yourself with “think H

you want an exciting module. One of the biggest mistakes that e teacher c&make Is to think that a module can be revised at the last minute. Always give yourself more time than you think you will need because wu will need still more. Some-critics of modular in. struction charge that the weakness of the system is that which the system claims to be its strength, the issue being humanism in education. &eager says. ‘The student whose learning experiences of self-instructional consist :nodules that teach only skills and Concepts mav be lackins the op portunity

anh encouragiment

io

develop his human capacities”.4 She s,,ggeSts the use of affective tmodules which “facilitate Ienllghtmment. foster compassion and .aurture creativity”5 and offers some examples in The Use of ,Uodules in College Biology ‘!-eachlng. Others have incorporated group actluities into the learning experiences of modules. Perhaps the most impartant con:.ideration, however, 1sthe teacher her/himself. Without personal caring andconcern on the part of the teacher, there is little likeli. hood that any one teaching method will be better or worse than any other method. But the combination of a teacher who care!i and modular instruction has great possibilities. Johnson and Johnson say: Teachers are potentially the most sensitive. flexible, and diver+ntly responsive components of any instructional system. Urn. de, the limtations of convew tional teachmg. however, they seldom have the time or OP. portuniiy to concentrate th& efforts on that which teachers can do best: (1) dlegnose lndlvi dual learner’s difficulties; (2) inwith learners when they need help ra a one-to.one harts or in small !\roup dlxursions: (3) inspire ancl motivate: and (41 identify and encourage creatlvit)

teract

22

Learrdng end Covslopmenl, 3 11971). P. 1.

and self.dlrectlon. self.instructional packages nre essential If teachers and learners are to be free fo, this typg of fndlviduatized instruction.” If you agree with them, give wdular inStructlo” a try.

Bertha Goldschmld and Marcel L. Goldeohmid, “Modular Inetructlon in Higher Educe tion’ A Revlew”(McGill University; Cenlre for Learning and Development, 1972), p. 0. (Mimeosrephed.)

REFERENCE5 Joan G. Cre@er, “Mortar for the Bricks - or Humeniling the Mock&r Approach,” in The Use 01 Modules in College t3:3gy Teacning. op. cit., ,P.

5.N. Poetlelhwait and Jemee D. Russell, “Ml”ko”,eeS The Style 01 the Future?” in The Use of Modules In CO/;&W Biology Teaching, Joan G. Creager and Darrel L. Murray (eds.), (Washington, O.C.: Commissionon Undergraduate Education in the Biological Sciences, 1971, p, 2,.

tbbid.,p. 77. Stuart Ft. Johneon end Rite B. Johnson, Developing Individualized ,“st,“8%ona, Me,e,t*,* (Palo Alto: Wastlnghouse Learning PRIS. 1970). p. 4.

Ann van Hemert. “A Brief Survey of Modular Instruction.”

III. Meeting Specialized Problems With Creative Solutions: An Experience With Faculty Exchange Co.Authored by: Phyllis J. Long, C.N.M., MS. Director of Mldurlfery Service and Education. Frontier Nursing Ser. vtce, Hyden. Kentucky Edith E. Anderson, C.N.M., B.S.. Instructor, Nuree.MidwlferyEduco1i0n Program, 7he Uniuemfty 01 Mlss~saippi Me&o/ Center, Jackson, Mlrslsslppl Ann Hamef, C.N.M.. Clinlcol In. etructor. Midrcifery, Frontier Nurs. ing Service, Hyden, Kwtucky Ruth Ll. Shier% C.N.M., MS., Director, Nurse-Mldulfery Educe. tlon Program, The Uniunrltv oj MfssisslpPl Medfcol Cenier, Jock. sorb Mlsslsslppl The nursemidwifery faculty o the Ftontter School d Midwife,\

and Family Nursing recognized a need to develop changes in its cur. riculum to meet the needs of students In a changing learning environment. The adoption of a modular curriculum -was con. sidered as a oosrtble mswer. ‘Ibe cdlective exL&lenco of the F.N.S. faculty in curriculum design was meager. Exposure to the modular curriculum had come only through the iuakshopr held at ‘Ihe Univelay of MirsissipPi in 1973 and 1974 and through independent study rtlmulated by that exposure. The problem of the F.N.S. faculty wee owofvalldetlngand ClLIifying individual and group thoughts, and devol~ng a plan of actiDn fa making changes that would be compatible with the ptdloso~by of

JOURNALOFMlOWlFERV

.Vef. XX, No.% FeHiV7S