2. Deborah B. Reed, PhD, RN, College of Nursing, University of Kentucky
Using Technology to Educate Nurses about Agricultural Health and Safety Issues
M. Susan Jones, PhD, RN, Professor Emerita, School of Nursing/ Institute for Rural Health, Western Kentucky University
Anne Honaker, RN, BS, MS, Senior Instructional Designer, Office of Distance Learning, Western Kentucky University
Deborah B. Reed, PhD, RN, College of Nursing, University of Kentucky
Working with an instructional designer from the Office of Distance Learning at WKU who holds a degree in both nursing and agriculture contributed to the success of the course development.

3. Background Information
Nurses encounter agricultural workers and their family members in a variety of settings.
Limited agricultural health and safety content included in nursing curricula.
Today’s students use their fingertips to explore their world.
However, students may need guidance in moving from text-based to research-based learning or practice.
Agriculture recognized as one of the most dangerous occupations but there is limited agricultural health and safety content in nursing curricula and nurses care for ag workers and their family members in many setting.
Goal of course was to:
Provide specific information to fill this void
Inform nurses how to access the most current researched-based information
Identify the multiple roles of the nurse in promoting the health of ag workers and their family members.

4. Purpose
To describe the process and outcome of developing, implementing and evaluating a 3-credit hour academic nursing course, Agricultural Health Nursing.
Pilot course is part of larger five year NIOSH funded project: Nurses Using Research, Service, and Education in Academia and Practice (NURSE-AP).
The project was supported by CDC/NIOSH grant #2 U540H The contents are the responsibility of the authors and do not reflect review or endorsement by the funding agent.

5. Development of Online Course
Content organized into 5 modules:
Nursing and culture of agriculture
Life span issues influencing the health of workers
Environmental issues affecting the health of workers
Psychosocial issues associated with farming
Emerging agricultural groups and issues influencing health
Assisted by instructional designer
Used Blackboard as learning management system
Used video to help students make the human connection – sent cameras to nurses in 5 states to capture their stories
Also videoed local farmers, EMS personnel and community leaders on emerging issues.

6. Course Intro

7. Teaching Strategies
Blog used to connect with students at beginning of class
Used lecture capture videos, YouTube, and farm videos to share content
Discussion boards and quizzes used to engage students in critical thinking and on-line readings for each module
Quizzes available at end of each module
Blog added the second time teaching the course to build a sense of community with the students.
Added Q and A discussion board open the first two weeks for students to seek clarification and ask questions about course.
Added a syllabus quiz to engage and motivate students to explore the syllabus. Asked questions about due date of assignments, who to contact if they needed assistance, specific questions about the courses objectives.

8. Module Format Learning objectives for each module
Topical outline for content
Learning activities with directions
Assigned readings
Other links such as NIOSH/OSHA fact sheets
Quizzes available at end of each module .

11. Student Assessment Student learning assessed based on:
Educational presentation including
Student recorded video shared and evaluated by peers
Handout appropriate for agricultural worker
Quiz scores
Occupational Assessment
Students required to select a topic and prepare an educational presentation (videoed ) along with an educational handout appropriate for a group of agricultural workers. They uploaded and students reviewed all the presentations and submitted lessons they learned from each one. Topics provided included known risks that farmers face…..ATV safety, chemical safety, tetanus, sun protection, etc.
Quiz items were based on the readings obtained by clicking a link….had to read the article to find the answer.
Each student selected a farmer and visited the farmer to complete an occupational assessment. Required to observe the farmer engaged in activities, assess the physical, chemical, biological, ergonomic technological and psychosocial risks associated with the worksite activities, analyze the assessment findings, identify two nursing diagnosis, selected appropriate strategy/intervention to reduce the risks, use literature to support the interventions. References expected to be current and comply with APA format. Grammar, organization of thoughts, and correct spelling expected. Assignment substituted for final examination.

12. Student created educational handouts
Examples of educational handouts. Grading rubrics used for all assignment. Using creative graphics were part of the grading rubric for the educational handout.

13. Results Course taught 4 semesters
55 baccalaureate nursing students completed course for required nursing elective.
84% of these students indicated they could apply information learning in this course to their clinical practice.
Evaluative data used each semester to revise the course. For example,
*In addition to “provider of care” more emphasis placed on the diverse role of nurse such as advocate, researcher, teacher.
*Added prerequisites to ensure the students were grounded in the nursing process….assessment, planning, implementation, evaluation.
First time course taught as Independent Study course. Application was completed and approved to adopt the course as a permanent nursing elective option…Nursing 345
Unfortunately, the nursing program dropped all nursing electives .

14. Student Comments
The class overall is very interesting and beneficial since we live in the south and agriculture is a large part of our culture.
I have learned so much about the role of an Agriculture Health Nurse in this class. The quizzes are well-constructed and the assignments are very helpful in understanding the content.
I have never taken an all online class before and it was a challenge for me to get used to not meeting in person but I feel that the class was effective in teaching about nursing in agriculture.

15. Expanded Reach Distribution of academic course
Available as an LMS import file
Contact information on business card
Continuing Education programs
Nursing Responses to Mental Health Issues in Agriculture Populations
Providing Quality Care to Anabaptist Populations

16. Questions