amoxicillin without insurance

amoxicillin without prescription amoxicillin cost without prescription

abortion pill spain

abortion pill spain read here




aventyl link

melatonin weed

melatonin and weed good sleep

the abortion pill

how much is an abortion pill

how to buy naltrexone

where can i buy low dose naltrexone online

pregnancy conception calculator

week by week pregnancy calculator link

buy citalopram 20 mg online

buy citalopram

Buy Abortion Pill

The record involves a lot about abortion pill costs. See this laboriously.
Directly view article regarding aspiration abortion cost to buy.
The following page holds collection regarding cost of abortions. Also here goes different report
Dr. Priscilla Okunji

Department/ College






Dr. Deborah, Schiavone; Dr. Smith, Joan; Mrs. Cooper-Highsmith, Wykeisha; and Dr. Coralease Ruff (The RN-BSN Online Instructors)


Dr. Schiavone;


Dr. Okunji has been on nursing faculty since August of 2009 as an Instructor. She developed and implemented the RN to BSN online nursing program in Summer 2010. She has a Bachelor and Master’s degrees in Medical Microbiology and a Post graduate degree in Education. Dr. Okunji also has a Master’s degree in Nursing Informatics from University of Maryland. She held several managerial positions as Clinical Coordinator, Director for Nursing Education and Quality Assurance. Her professional background merges over sixteen years of teaching, clinical and research experience in Microbiology, Nursing and Informatics. Dr. Okunji has board certification in Medical Surgical Nursing and her scholarly paper at the University of Maryland inspired her into using the Agency for Health Research and Quality (AHRQ) large database to study the “Outcomes of Diabetic Myocardial Infarction Inpatients: Patient and Hospital Characteristics” as her Ph.D. dissertation. Dr. Okunji has presented abstracts at conferences and has published in peer review journals. One of her articles on technology has been accepted for publication. Dr. Okunji is a Principal Investigator of a funded grant—“Comparative Health Disparity Outcomes of Inpatient Care”, supported in part by NIH, National Center for Minority Health and Health Disparities.

Dr. Okunji is extremely driven, dynamic, and has a strong grasp of research methodology, curricula and nursing informatics. She is very well organized as she assumes responsibility for new courses as well as participates in multiple Division of Nursing and Health Sciences committees including the Executive, Outcomes and Adhoc technology committees as well as the Division of Nursing Senate Alt Representative. Due to her advanced informatics knowledge and skills, Dr. Okunji was designated as the primary contact resource for the Faculty Development series to integrate technology into the classroom including her recent developed online RN-BSN program. She is very articulate and her enthusiasm for nursing education and informatics has resulted in transforming faculty and students. Last semester, Dr Okunji received the Technology Faculty Development Fellowship from Pittsburgh University, School of Nursing. She is recently selected as one of the participants in a technology related project evaluation.

Dr. Okunji has expressed an interest in applying for the 2011 teaching with technology award. She is very enthusiastic about integrating health information and other technologies such as second life and telehealth tools in the curriculum to prepare future nurse practitioners with the new skill sets for chronic disease screening in the community. This award will support her efforts towards transforming teaching and learning in the 21st century through emerging informatics, 3D virtual classroom with telehealth to create a powerful and enviable nursing education at Howard University Division of Nursing.

Integration of Informatics such as second life in our skills laboratory will enable our students to get the needed Informatics experience and readily apply the information to clinical skills. Graduate students would be able to assess their patients and monitor blood glucose via telehealth and the 3 “D” real time second life tool if implemented.


Technology Integration in Nursing Program: Development, Implementation and Ongoing Evaluation


NURS31301201108: FA 2011 - Informatics and Technology (DL)
NURS30881201105: SU 2011 - Role Transition (DL)
NURS42701201101: SP 2011 - Leadership & Mgmt (Traditional)
NURS42701201001: SP 2010 - Leadership & Mgmt (DL)
NURS30881201005: SU 2010 - Role Transition (DL)
NURS31301201008: FA 2010 - Informatics and Technology (DL)
NURS43801201101: SP 2011 - Nursing Leadership (Traditional)


NURS31301201108: FA 2011 - Informatics and Technology (DL)
NURS31302201108: FA 2011 - Informatics and Technology(Traditional)
NURS30881201105: SU 2011 - Role Transition (DL)
NURS42701201101: SP 2011 - Leadership & Mgmt (Traditional)


a)Link to students audio-videos demonstrating their group projects in Nursing Leadership course. Video I: In this skit the students demonstrate how delegation is a complex skill that needs to be developed in student’s career in order to provide high-quality safe patient care. Delegation is an art of managing personal and personnel problems. This video emphasis is on chemical dependency. Video II This video is in three parts. Skit #1: This skit involves a nurse and an older client who is asking the nurse to perform euthanasia. The nurse is not willing to take part of this type of care, and collaborates with other health care workers to provide support for the client. Skit #2 – Interpersonal: This skit displays two nurses who have conflict during morning report and it escalates to an arrangement in a patient's room. The nurse manager comes into the skit to try to diffuse the situation and then sides with the seasoned nurse. Skit #3 – Organizational: This skit shows the inequality among nursing staff when overtime is posted. The nurse manager asks the nurses to resolve their problem among themselves but has to come up with a solution on her own. The nurses are able to come to an agreement with the assistance of the nurse manager, which shows that team work is very beneficial. Video III (Part I & II): This skit is on the Young and the Stressed, Nurse Manager Derrick of Howard Hospital has a challenging situation when a mother and daughter are not being happy with Nurse Joy. Kelechi the daughter of patient Tiffany has insisted that her daughter was not properly assisted upon arrival at the hospital. Tiffany has undergone coronary bypass surgery a day before. Can Nurse Joy recover from the stressful situation while dealing with her alcoholic boyfriend Doctor Caleb? Is Tiffany's heart too weak to deal with her daughters complaining? Will Kelechi give herself an embolism before the mom is discharged? These issues and concern are dramatized in video III. b)The SPSS database for the program evaluation created by Dr. Okunji.(Has been emailed to CETLA via attachment, please open with SPSS software)


Problem Abstract: This project describes an experience on the first undergraduate RN to BSN online degree program at Howard University Division of Nursing. Methods used include: incorporation of informatics into the new curriculum, development of a program brochure and flyers for the students recruitment, designing of course module/assignment instructions, development of the synchronized and a-synchronized learning platforms, development of students and faculty need assessment and orientation tools and development of data sets and analysis for the program evaluation. A review of the program indicated that the overall assessment of the program was predicted by the faculty characteristics, professional/personal gain and level of satisfaction. The review was conducted and focused on (1) students perspective and satisfaction and (2) impact of the program on student professional and personal growth. Career preparation and job enhancement were significant, X2 (2, N = 8) = 8.000, p = .018 when the quality of education at Howard was compared with other online education the students attended. The multivariate analysis showed that faculty dedication and accessibility were highly significant, R2 = .996, F (6, 8) = 75.593, p < .013, when compared to the overall quality of the program with 99.6% of the predictors explained.


Problem: Integration of Technology in the Undergraduate Nursing program.

An example of integrating technology in the undergraduate program is the development of an RN-BSN online program. Today, many educators and policy makers view online education as the wave of the future. Online students are eligible to apply for financial aid coupled with its flexibility and are not tied down to a class schedule. Online program is cost effective and education does not require that students relocate to a new place or that they forgo full time employment. International and Military personnel working overseas are included. Despite the increasing emphasis on the use of technology in nursing education, there is no online nursing program at Howard University that can deliver the online learning experience. In 2010, the Division of Nursing began RN to BSN online program with the already existing traditional undergraduate program in order to extend the strategic planning of the Health Sciences to provide one or more online program in the school of Nursing and Allied Health Sciences. This program in addition would meet the needs of adult students, especially Associate Registered Nurses, who seek baccalaureate study in preparation for career or to enhance their career advancement.


Delivery of online courses is primarily through the existing university Blackboard. This program utilizes a combination of different types of technology such as discussion tools, virtual classroom, group projects, and webinars to develop creative learning activities that can enhance critical thinking and safe practices in clinical decision making. The SPSS version 17.0 was used for program evaluation. Traditionally, the Division of Nursing uses the Blackboard for students’ communication and grading. Launching the program included development of modular syllabus, course activities and assignments to meet the existing traditional course objectives. The BB function was expanded by incorporating the online program with synchronized and a-synchronized teaching methods.

Our online program commenced with two consecutive weekend orientations to familiarize the students with the activities of the program. For the first cohort, a mandatory face-to-face (F2F) workshop was offered at the beginning of the semester to preview DL customized course web page. During the orientation, advising sessions were conducted. Introduction of a uniformed course web page, orientations for e-learning systems and promoting the usefulness of the e-learning system were some of the mandatory topics. Technology training is available to new students during Orientation Days as well as throughout the academic year by Dr. Okunji.


The development, implementation and the ongoing evaluation of the RN-BSN online track has been accepted for publication. The review result indicated that career preparation and job enhancement were significant when quality of education was compared to other online education the student had. Faculty dedication and faculty accessibility were highly significant when compared with overall quality of the program. Most of the students wanted more nursing courses and programs to be offered through the online program. It was recommended that additional online courses be added to the Howard University nursing programs. The overall assessment of the program was predicted by the faculty characteristics, professional/personal gain and level of satisfaction. There were strong positive responses that were supported in a qualitative review of the survey completed by students such as:

•Quality instructors with good teaching abilities.
•Faculty innovative ideas in teaching
•Class materials and reading assignments
•BB provision of information needed to complete the program.

Furthermore, programs such as the RN-BSN online that deliver curricula to meet the needs of their Associate RN students will increase enrollment in the Division of Nursing and revenue for Howard University.


In the RN-BSN online Program, 100% the students that enrolled in the program were retained within the first year. Program evaluation was conducted and focused on: (i) students perspective and satisfaction, (ii) impact of the program on student professional and personal growth. Data was quantitatively analyzed to determine the outcomes of the program using 24 variables. The survey information was tallied and entered into the SPSS 17.0 software. The data was cleaned for analysis using descriptive, bivariate and regression statistics for model development.

Student Testimony:

"Your discussion board topics and responses from others helped me a lot. This class did prepare me as of what’s to come, as writing papers every week may be just the beginning. Believe it or not, the first assignment really helped me to research data bases for accurate content and not Wikipedia or Google. Thank you. I will never forget your comment, "YOU CAN DO IT"

~Danielle Barnett
Class of 2012 Online RN-BSN
(Summer 2011 Role Transition Class)

I believe that combined use of these technologies challenged students’ ability in the area of role transition, leadership, informatics, critical thinking and skill development.

Figure I. Student Perception & Satisfaction of the Online RN-BSN Track (Could not be posted, emailed to CETLA)

Figure 2. Impact of the Program on Students Professional & Personal Growth (Could not be posted, emailed to CETLA)


The use of technology has changed my instructional and research methodologies (see tables 1 & 2, emailed to CETLA).Before obtaining my degree in Nursing Informatics, I was not aware of data driven assessment. Now, I could apply my informatics skills from survey preparation to statistical analysis with the SPSS software. This enables me measure and analyze variables that would lead to valid results. Such data driven results provide insight into how best to meet the needs of the student population, while at the same time identifying areas for program improvement that may lead to good outcomes.


The current RN-BSN online program was built on an existing technology at HU. Therefore, this technology did not cost any money to HU or to the DON. I believe that this program will generate huge revenue to the University through student enrollment. Online degree program employs a variety of delivery formats to overcome barriers students encounter in accessing higher education such as work schedules, proximity to a college, and responsibilities to family. This program will serve thousands of busy RNs in the Washington metropolitan area hospitals and the global world who are looking for such program. Other benefits of the online program over traditional program are that the online learning and testing is convenience and encourages students’ time management skills unlike in traditional pencil and paper shading and scantron grading. Many schools are going digital due to time management and accuracy and other benefits of computer use. In summary, an online program could save space, time and money for the students from classroom, travelling and the exam paper, scantron and grading time. Hence, more time for faculty scholarly activities, greener campus due to paperless assignments and exams with added value to the bottom line of any institution and students pocket.


Online teaching as part of our RN-BSN online track has been successfully integrated in the traditional leadership and Nursing informatics courses as Hybrids with DVD project presentations. The program was pioneering and ground-breaking as the students’ overwhelming accepted it and suggest that it should be incorporated in other courses. The students’ strong positive responses posting for the traditional class online testing include:

•It is an innovative step and prepares us for the real world, which is progressing rapidly from paper based to information technology.
•The more practice the better. It is good preparation for NCLEX.
•Will increase my ability to take online test
•More online exams at junior level.
•I don't mind online exams.
•Finding my score out right away after I take it. And doing it on working computers.
•Given adequate time, and opportunity for a break if needed
•Practice assignments online
•Ability to take the exam at my own time.


The Blackboard is accessible to all students enrolled at HU from anywhere that has access to internet. With the elevated use of computers in schools, and the number of disabled students being on the increase in the general traditional classrooms, it is very important to ensure that all students have equal access to information technology with the educational opportunities it provides. The BB is compatible with many OS such as Windows 7 and Vista which online students are advised to purchase for the program. Windows is making it easier to find options to help students who have difficulty seeing the screen, or who need to use the computer without it being displayed. Many introvert students would prefer online program because they could easily explain themselves without any bias from either the instructor or other students. BB is compatible with any computer that has accessible features or settings with assistive technology device which include a screen magnification program for a computer user who has vision impairment or an ergonomic keyboard for a computer user with wrist deformity. Furthermore, compatibility between assistive technology products, the operating system, and software applications is needed for assistive technology device to function well.


Dr. Schiavone;

2003 Howard University, all rights reserved.
HOWARD UNIVERSITY, i-lab, suite 244, Washington, DC 20059
Phone: 202-806-0870 - CETLA Contacts - WWW Disclaimer - Webmaster