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Web Writing Menu
Welcome to Corexcel! We are an education and training company for health professionals located in Wilmington, Delaware. We are delighted that you are interested in joining website faculty as a program writer. Corexcel staff members pride themselves on their ability to provide nurses with informative and interesting website programs that meet the criteria established by both ANCC and IACET for continuing education credit. Our program development staff looks forward to working with you to ensure that you are successful in having your programs approved for continuing nursing education credit on our web site. With that goal in mind, Corexcel has developed a Web Writing Menu of resources to assist in getting started. Once you have developed your program draft and submitted it to Corexcel on an agreed upon date, we will forward it to our pilot testers. These are nurses who have agreed to review your program draft, take the accompanying post test and complete a written evaluation. The pilot testers also estimate the time it takes them to complete your program. Program completion time is averaged and contact hours or CEU’s are then assigned to your program. Some pilot tester evaluation comments may indicate the need for program revision on your part. Once the final program draft is approved by you, Corexcel will appropriately format it for the web site, assign a program cost and add it to our existing menu of program selections. The pilot testing process usually takes approximately two (2) weeks. Program formatting and website placement generally takes another two (2) weeks. The Corexcel staff is available by phone at 1-888-658-6641 to assist you in program development as you proceed. You can also request assistance at the following e-mail address: dbowlby@corexcel.com. Again, we are excited that you are interested in writing for us at Corexcel. Let us know how we can help you! Sincerely, Corexcel is pleased that you have made the decision to join our website faculty as a program writer. To begin the process email, mail or fax us your resume with a cover letter explaining the topic you are interested in writing about and why you feel qualified to write about it. Our mailing address is: Corexcel Our fax number is: 302-477-9744 Email: learn@corexcel.com Once our staff has reviewed and approved your qualifications to write for us on this topic, we will send you a copy of our Writer Agreement for you to review and sign. The agreement outlines payment terms and guidelines for resale of the program. We encourage you to contact us at our toll free phone number 1-888-658-6641 regarding any questions or concerns you may have regarding this agreement. Corexcel recognizes that adjustments may need to be made to the basic Writer Agreement based upon negotiations with respective web writers. Once we have received your signed Corexcel’s Writer Agreement, we can proceed to the Phases of Program Development as indicated in the Web Writing Menu. Program (Learner) Objectives: The criteria for nursing continuing education for credit requires program writers to identify objectives for the learner who will be completing the program. The usual “rule of thumb” as to how many objectives should be identified for any given program varies according to the time the writer feels it will take the learner to complete the program. It is generally acceptable to identify 2-3 learner objectives for every hour the writer estimates it will take the learner to complete the program. Therefore, if it takes a learner 3 hours to complete a program, the writer may have identified 6-9 learner objectives. Corexcel offers the web writer more detail about Learner Objectives in the Web Writing Menu. To assist program writers in choosing appropriate action verbs to use in developing learner objectives, Corexcel has provided an extensive list of action verbs categorized according to the level of learning that the writer would like the learner to achieve. The writer can access this list of action verbs under Action Verb Listing in the Web Writing Menu. Content Outline: Program writers are required to develop a written content outline from the identified learner objectives. Suggestions for content outline development can be accessed under Content Outline in the Web Writing Menu. Program Content: Program content should logically evolve from the identified content outline. Suggestions for program content development can be accessed under Program Content in the Web Writing Menu. Bibliography: References should be current and reflect a variety of sources. Suggestions for a comprehensive program bibliography can be accessed under Bibliography Development in the Web Writing Menu. Post Testing: In order to determine if learning has occurred in a cognitive program such as those appearing on Corexcel’s web site, pre and post testing is strongly advised. Both tests may be the same items, just sequenced differently. Suggestions regarding pre and post test construction can be accessed under Post Test Development in the Web Writing Menu. Program Format Example: Corexcel has the ability to allow you to review one of our current web programs to see how a final program appears once it has been placed on our web site. You can access that program clicking Sample Program on the Web Writing Menu. Learner objectives are statements that specify what learners will know or be able to do as a result of a learning experience or activity. Learner objectives are usually expressed as either knowledge, skills or attitudes. Learner objectives usually are listed at the beginning of a program. In general, a web program will have 2-3 learner objectives for every hour it takes the web learner to complete the program. The terms learning outcome or objective mean the same thing; however, objectives are called by different names such as: behavioral objectives, instructional objectives and course objectives. Corexcel has chosen to use the term learner objectives to represent the outcomes of instruction, that is, what the learners will accomplish by completing the program. Example: After completing the program on Learner Objectives, the learner will be able to correctly name all three (3) types of objectives. Knowledge objectives are also called cognitive objectives or outcomes. Cognitive means to know. These objectives deal with knowing, using and applying information in a problem solving situation. Skills objectives are also known as psychomotor objectives. These objectives involve learning experiences that require some physical (“hands on )coordination such as in role playing, putting on a dressing, using a keyboard, performing a venipuncture, etc. Attitude objectives are also known as affective objectives and include values, attitudes, feelings and interests. These objectives are not always observable; hence, they are difficult to measure. However, these objectives should not be ignored as attitudes, feelings, etc. impact the learning environment as well as the culture in which new learning will be eventually applied. Note: Corexcel web programs only have knowledge (also called cognitive) objectives because our programs are informative in nature. Our programs are not designed to teach “hands on” skills nor or they designed to instruct the learner in desirable attitudes, values and behaviors. If desirable attitudes, etc. result as a consequence of our programs it is an added benefit, not the purpose of the web program itself. Our programs are developed to provide information to the learner about a particular subject. The information may be new, updated or a review for the learner. Learner objectives should result from a needs assessment. The needs assessment should determine the gap between an existing condition and a desired condition. Learner objectives are statements which describe the desired condition…that is, the knowledge, skills or attitudes needed to fulfill the need. They represent the solution to the identified need or issue. Learner objectives have three (3) distinguishing characteristics:
If the action taken by the learner as stated in the learner objective cannot be assessed or evaluated, it most likely does not meet all three of the above characteristics. A learning experience or activity must focus on the learner. What the learner does is more important than what the presenter or instructor does. It is the learner’s behavior that is to be changed, and the learner who is to demonstrate the attainment of the learner objectives. Therefore, every learner objective must contain an action verb which will describe the kind of behavior the learner is expected to demonstrate as a result of the learning experience. In the objective stated: the learner will be able to list the three (3) types of learner objectives, list is the action verb.The action verb chosen must be observable and measurable in some way for the instructor to verify that each learner has achieved the learner objective. Some types of measurement are post testing, skill checklists, and direct observations of behaviors. Corexcel web programs use post testing to determine if the learner has met the knowledge objectives of the program. Action verbs designate a behavior on the part of the learner such as write, list, describe, analyze or discuss, etc. The instructor’s choice of the action verbs that are used in the learner objectives determines the degree of thinking required of the learner. Benjamin Bloom (1956) established a hierarchy of thinking skills known as Bloom’s Taxonomy. He identified six (6) levels of thinking skills. Each level starting with the lowest level, knowledge, requires a higher level of thinking than the preceding level. The higher the level an instructor moves up the taxonomy with learners, the higher the level of thinking required of the learners. Bloom’s Taxonomy Progressing from lower order to higher order thinking skills: KNOWLEDGE Below is an explanation of each level: Knowledge The lowest level, the possession of information. Basically something remembered, recognized, or recalled almost exactly as it was originally presented. Comprehension A level of understanding beyond mere memorization. It requires learners to translate…to say in their own words, perhaps even give an example. In these activities, the individual interprets information. Application This category gives an individual practice in the transfer of education or training. It is a higher level of learning where the learner takes knowledge and understanding and applies it in a new situation. Analysis This is the ability to take something apart and look at it. It involves seeing relationships. The learner must separate a complex whole and look at its parts. An important part of analysis is the ability to categorize information. Synthesis Means bringing together knowledge to form a new idea. It is identifying a pattern from one Problem or situation to another. The learner solves a problem which requires original, creative thinking. It is the level of invention and creativity. Evaluation This is the highest level of thinking. The learner makes a judgment which, good or bad, right or wrong, is according to standards which he/she determines. The only right or wrong would depend on his/her substantiating data. Click Here for suggested verbs for use in each level of thinking. We hope it is helpful. Once you have written your program learner objectives using Corexcel’s recommendations, you are ready to develop your program content outline. Program content outlines need to be based upon the program learner objectives. Please do not include information in the content outline that does not directly relate to program learner objectives. Doing so would be confusing to the learner. Corexcel program evaluations have indicated that our learners prefer program content outlines with numbers. Please follow the traditional format (I, A, 1, a) when developing your outlines. Optimally, your program content outline should be developed before you write actual program content. Program content should logically evolve from the content outline. Corexcel suggests that you add enough detail to the content outline so that the reader can readily determine what the program will be about. Now that you have written your program content outline, you are ready to develop the program’s actual content. Corexcel recommends using either the American Psychological Association (APA) or the Modern Language Association (MLA) format. Title your program so that it will attract the eye of the nurse who is browsing through Corexcel’s menu of program titles. This means that your title may need to be “trendy”, “quirky” or a bit “outlandish” but it is just that kind of title that will motivate a customer to choose your program more often than not! Examples of such titles are: “OBTLC: Obstetrics With Tender Loving Care”,“Bugs of the New Millennium: Are You Ready for ‘Em?” and “Service Through the Customer’s Eyes?” To motivate learner interest, Corexcel recommends the use of an introductory paragraph in which you briefly tell the learner what will be included in your program. You may want to select a unique way of presenting your introduction with an example, newspaper article reference, etc. It is our belief that our readers like to be kept interested while learning. We suggest that you write as you would speak to your reader. To do so, you may have to spice up your content meaning that we would like you to be creative in how you write your content. If you would use overheads in a presentation on your topic, then include those same overheads in this program’s content. Jokes, cartoons, quotes, quips, one liners, etc. are welcome as long as credit is given when required. Case studies, real-life events, etc. have instant appeal. Our Webmaster will work with you to create a format that will showcase your creativity. Remember, our customers will recommend your program to others if they are pleased. We have found that our customers want to enjoy their on-line learning experience just as much as they want to gain something that they can use immediately in their nursing practice. Finally, Corexcel recommends including a conclusion paragraph at the end of your program in which you can review with the reader what you have taught him. Referring to the program objectives and asking the reader to recall how they have been met through your program’s content is one way you can conclude. Again you may want to conclude in a unique manner. Perhaps you have introduced your program with a case study and now you can add the final outcome in the conclusion of your program. Use your imagination to create a suitable ending for your program. In order to determine if learning from a program has occurred post testing is included in programs on the Corexcel web site. Corexcel requires a seventy percent (70%) on a posttest in order for contact hours to be granted. An individual may take a posttest three (3) times to successfully pass it. Corexcel accepts only multiple choice test questions. The nursing licensure exam and ANA certification exams are written in that format so most nurses are very familiar with this type of testing approach. Wording of a test question requires attention to detail and an understanding of the fact, concept or principle being tested. Before you begin writing your post test questions, become familiar with some of the terms used in test question writing:
There are seven (7) suggested steps in writing a test question: 1. Select test question topics from program learner objectives. Although it looks like the process is complicated and intricate, it really isn’t. To assist you in your test question writing, Corexcel has included the following information on each step in the process: Select a Test Question Topic: Determine the Exact Knowledge or Ability to be Tested: Collect and Use Supporting Information: Also, support information may prevent you from developing a test question without a single best answer. And lastly, it can be very useful in formulating distracters (incorrect alternatives). Determine What You Want the Examinee’s To Do: Knowledge of facts is usually tested by questions requiring the learner to define, identify, recognize or recall(action verbs) particular facts about the knowledge you are testing. Concepts are usually tested by requiring the learner to classify, illustrate, give examples, or differentiate (action verbs) information about the knowledge being tested. Principles can be tested by having the learner predict, generalize or conclude (action verbs) from a given principle. Write the Stem:
To write a test question that measures a learner’s ability to reason, add a second component to the stem that provides the examinee with additional information that can be used to choose the correct answer. This additional information is usually comes before the actual test question or statement. It may be a diagnosis, reactions to prior treatment, compliance to prescribed medications, etc. If you want the examinee to evaluate information, make a nursing diagnosis, determine a drug calculation or differentiate essential from non essential data, than you could add irrelevant information into the stem to make the question more challenging to answer. Note: Post tests should test how experienced RNs can apply the information your program will provide them rather than simply how much they can remember. This will require you to write test questions that involve a considerable amount of reasoning which includes analysis, evaluation, and problem solving. Testing for recall facts is acceptable at the beginning of a test as a motivator but remember these types of questions do not test higher level thinking or reasoning ability which requires the examinee to translate facts into a real life situation and then problem solve to make a decision. The following questions show the difference between recall of facts and the ability to reason: Recall question: Control of diabetes can be negatively affected by: A. Emotional stress Reasoning question: Why can emotional stress negatively affect control of Diabetes? A. Stress inhibits pituitary function which decreases bioavailability of insulin Write the Correct Answer: Write the Other Distractors:
Listed below are some types of questions with suggested phrasing that could be used to test your program learner objectives. If you are considering testing about: Nursing Actions or Interventions: Wording of test items can be done using the following phrases to determine if the examinee can correctly choose the first, next, best or most appropriate action or intervention.
Signs and Symptoms: If the examinee needs to:
The signs and symptoms associated with this condition would most likely be, or The diagnosis would most likely be
The nurse should assess for, or The nurse should further assess for The nurse determines that the level of severity is: Underlying Considerations: When….. the nurse should consider that, or When…..the most important consideration is: Importance: The most important assessment would be, or The nurse’s first priority would be to: Nurse Questions: Which of the following questions would best elicit information about, or The nurse could best elicit information about……by asking, or The nurse’s first question should be: Nurse Responses: The nurse’s best response would be to, or The nurse should respond by: Client / Patient / Customer Knowledge: Which of the following statements or behavior by a client/patient/customer would best indicate that the client/patient/customer needs….., or A client/patient/customer would best indicate an understanding of……..by: Client / Patient / Customer Teaching: Clients/patients/customers who…..should be taught to, or The nurse should advise the client/patient/customer to, or The nurse should recommend that the client/patient/customer, or Client/patient/customer teaching about ……..should include the information that: Client/Patient/Customer Identification: Which of the following clients/patients/customers would be in need (or at risk) of…..? Primary Reasons or Purposes: The primary reason for a nurse to…..is to, or The usual reason for ……ing is to, or The main purpose of…….is to: Means to an End: In order to…..the nurse should (or must), or The best approach (or way) to…..is to, or can best be accomplished by: The following are other types of test items, you may want to consider writing. Now that you have seen examples of phrases, Corexcel challenges you to practice writing some for each of these testing types: Prerequisite Actions: How To: Physiology: Development: Once you have written your test items based on your program learner objectives, you may want to evaluate them against the following final criteria:
Corexcel believes that a nursing continuing education program for credit should have at least 8-10 references which would include but are not limited to textbooks, journal articles, the internet and well –known speaker presentations on your topic. References should be current and reflect the most up-to-date information on the program topic you have chosen to write about for inclusion on our web site. To that end, Corexcel has developed the following guidelines for you regarding your bibliographic choices:
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