Students?? Perceptions of Online Learning

Medical Students' Learning About Other Professions Using an Interprofessional Virtual Patient While Remotely Connected With a Study Group: Mixed Methods Study

BACKGROUND

Collaboration with other professions is essential in health care education to prepare students for future clinical teamwork. However, health care education still struggles to incorporate interprofessional education. Distance learning and virtual patients (VPs) may be useful additional methods to increase students' possibilities for interprofessional learning.

OBJECTIVE

This study had two aims. The first was to assess if an interprofessional VP case could facilitate medical students' learning about team collaboration in online groups. The second was to assess how students experienced learning with the VP when remotely connected with their group.

METHODS

A mixed methods design was used. The VP case was a 73-year-old man who needed help from different health professions in his home after a hip fracture. Questionnaires were answered by the students before and directly after each session. Qualitative group interviews were performed with each group of students directly after the VP sessions, and the interviews were analyzed using qualitative content analysis.

RESULTS

A total of 49 third-year medical students divided into 15 groups participated in the study. Each group had 2 to 5 students who worked together with the interprofessional VP without a teacher's guidance. In the analysis of the group interviews, a single theme was identified: the interprofessional VP promoted student interaction and gave insight into team collaboration. Two categories were found: (1) the structure of the VP facilitated students' learning and (2) students perceived the collaboration in their remotely connected groups as functioning well and being effective. The results from the questionnaires showed that the students had gained insights into the roles and competencies of other health care professions.

CONCLUSIONS

This study demonstrates that an interprofessional VP enabled insights into team collaboration and increased understanding of other professions among student groups comprising only medical students. The interprofessional VP seemed to benefit students' learning in an online, remote-learning context. Although our VP was not used as an interprofessional student activity according to the common definition of interprofessional education, the results imply that it still contributed to students' interprofessional learning.

Optimal Design of Language Teaching Strategy System Based on Smart Video Mode

The accuracy of video and goal enables students to learn and strengthen their ability constantly. Strengthening our country's study initiative degree can promote student study more effectively. As a new teaching method, students can not only obtain the basic knowledge, learning priorities, and difficulties needed for learning through video, but also understand the content of the text, the content of the article, and even cultivate students' interest in many related languages, such as writing, text, sound, image, color, and video, which can be displayed, clarified, and displayed intuitively, creating a free and relaxed learning environment, an interesting background teaching process, encouraging students to experience emotion, including physical experience, and being open and open. Establishing a complete and comprehensive ideological channel to further improve students' acceptance of information is helpful for students' analysis and training, understanding, and evaluation. Therefore, this paper first identifies video and excavates the intrinsic value of video application. This can provide technical and methodological support for the design of video teaching system.

A Synchronous Hybrid Team-Based Learning Class: Why and How to Do It?

COVID-19 pandemic has transformed much of the medical curriculum delivery from in person to online. Given that interpersonal interaction facilitates team cohesion and professional identity formation, prolonged online learning with minimal social interaction might impact these competencies in medical education. To mitigate the impact of prolonged social isolation, we conducted synchronous team-based learning (TBL) classes, where half the class is physically present and the other is connected via an online platform, termed hybrid TBL. We present practical tips in implementing hybrid TBL for educators teaching in large-sized classes, should conditions exist where not all students can attend in person.

Online teaching in radiology as a pilot model for modernizing medical education: results of an international study in cooperation with the ESR

BACKGROUND

Due to the outbreak of the coronavirus disease 2019 (COVID-19), it proved necessary to rapidly change medical education from on-site to online teaching. Thus, medical educators were forced to rethink the purpose of teaching and the best form of transmission of knowledge. In cooperation with the European Society of Radiology (ESR), we investigated the attitudes of radiologists in Europe and North America toward innovative online teaching concepts.

METHODS

In total, 224 radiologists from 31 different countries participated in our cross-sectional, web-based survey study. On a 7-point Likert scale, participants had to answer 27 questions about the online teaching situation before/during the pandemic, technical and social aspects of online teaching and the future role of online teaching in radiology.

RESULTS

An overwhelming majority stated that radiology is particularly well-suited for online teaching (91%), that online teaching should play a more prominent role after the pandemic (73%) and that lecturers should be familiar with online teaching techniques (89%). Difficulties include a higher workload in preparing online courses (59%), issues with motivating students to follow online courses (56%) and the risk of social isolation (71%). Before the pandemic, only 12% of teaching was provided online; for the future, our participants deemed a proportion of approximately 50% online teaching appropriate.

CONCLUSION

Our participants are open-minded about online teaching in radiology. As the best way of transferring knowledge in medical education is still unclear, online teaching offers potential for innovation in radiology education. To support online teaching development, a structured, framework-based "online curriculum" should be established.

How COVID-19 kick-started online learning in medical education-The DigiMed study

BACKGROUND

The coronavirus disease 2019 (COVID-19) pandemic led to far-reaching restrictions of social and professional life, affecting societies all over the world. To contain the virus, medical schools had to restructure their curriculum by switching to online learning. However, only few medical schools had implemented such novel learning concepts. We aimed to evaluate students' attitudes to online learning to provide a broad scientific basis to guide future development of medical education.

METHODS

Overall, 3286 medical students from 12 different countries participated in this cross-sectional, web-based study investigating various aspects of online learning in medical education. On a 7-point Likert scale, participants rated the online learning situation during the pandemic at their medical schools, technical and social aspects, and the current and future role of online learning in medical education.

RESULTS

The majority of medical schools managed the rapid switch to online learning (78%) and most students were satisfied with the quantity (67%) and quality (62%) of the courses. Online learning provided greater flexibility (84%) and led to unchanged or even higher attendance of courses (70%). Possible downsides included motivational problems (42%), insufficient possibilities for interaction with fellow students (67%) and thus the risk of social isolation (64%). The vast majority felt comfortable using the software solutions (80%). Most were convinced that medical education lags behind current capabilities regarding online learning (78%) and estimated the proportion of online learning before the pandemic at only 14%. In order to improve the current curriculum, they wish for a more balanced ratio with at least 40% of online teaching compared to on-site teaching.

CONCLUSION

This study demonstrates the positive attitude of medical students towards online learning. Furthermore, it reveals a considerable discrepancy between what students demand and what the curriculum offers. Thus, the COVID-19 pandemic might be the long-awaited catalyst for a new "online era" in medical education.

Odnos študentov zdravstvene nege do e-izobraževanja

Uvod: E-izobraževanje je v terciarnem izobraževanju vse bolj pomembno, kljub temu pa tovrsten način učenja ni povsod uspešno implementiran. Na uspešnost uvajanja e-izobraževanja v študij pomembno vpliva pripravljenost na tovrstno obliko izobraževanja in odnos študentov do njega. Namen raziskave je bil proučiti naklonjenost študentov zdravstvene nege do e-izobraževanja. Metode: Kvantitativno raziskavo s spletnim anketiranjem smo izvedli v marcu 2014, na priložnostnem vzorcu (n = 92) študentov Fakultete za zdravstvo Jesenice. Koeficient Cronbach alfa je bil 0,966. Podatke smo obdelali s SPSS 20.0. Uporabili smo frekvenčno analizo, t-test za neodvisne vzorce, enosmerno analizo variance, korelacijsko, faktorsko in regresijsko analizo. Rezultati: Prednosti e-izobraževanja so najvišje ocenjene s strani študentov, ki so v e-učilnici sodelovali pri treh predmetih (p = 0,000). Odnos do e-izobraževanja je povezan z računalniško pismenostjo študentov (p < 0,05). Na odnos študentov do e-izobraževanja statistično značilno pozitivno vplivajo njegove prednosti (0,211< β

Using reusable learning objects (rlos) in injection skills teaching: Evaluations from multiple user types

BACKGROUND

Clinical skills are a critical component of pre-registration nurse education in the United Kingdom, yet there is widespread concern about the clinical skills displayed by newly-qualified nurses. Novel means of supporting clinical skills education are required to address this.

METHODS

A package of Reusable Learning Objects (RLOs) was developed to supplement pre-registration teaching on the clinical skill of administering injection medication. RLOs are electronic resources addressing a single learning objective whose interactivity facilitates learning. This article evaluates a package of five injection RLOs across three studies: (1) questionnaires administered to pre-registration nursing students at University of Nottingham (UoN) (n=46) evaluating the RLO package as a whole; (2) individual RLOs evaluated in online questionnaires by educators and students from UoN; from other national and international institutions; and healthcare professionals (n=265); (3) qualitative evaluation of the RLO package by UoN injection skills tutors (n=6).

RESULTS

Data from all studies were assessed for (1) access to, (2) usefulness, (3) impact and (4) integration of the RLOs. Study one found that pre-registration nursing students rate the RLO package highly across all categories, particularly underscoring the value of their self-test elements. Study two found high ratings in online assessments of individual RLOs by multiple users. The global reach is particularly encouraging here. Tutors reported insufficient levels of student-RLO access, which might be explained by the timing of their student exposure. Tutors integrate RLOs into teaching and agree on their use as teaching supplements, not substitutes for face-to-face education.

CONCLUSION

This evaluation encompasses the first years postpackage release. Encouraging data on evaluative categories in this early review suggest that future evaluations are warranted to track progress as the package is adopted and evaluated more widely.

Evaluating an Online Family Assessment Activity: A Focus on Diversity and Health Promotion

PROBLEM

A lack of exposure to diverse families and family interactions created a need to identify effective teaching strategies that emphasized diversity and health promotion in a Registered Nurse to Bachelor of Science in Nursing online transition course.

METHODS

A family assessment activity was designed to emphasize diversity and health promotion utilizing the Family Health Systems approach to family assessment and Healthy People 2020 as a framework for family health promotion. The activity was evaluated through faculty observation and student feedback, which is discussed in the article.

FINDINGS

Evaluation data indicated that students believed the activity provided a safe environment to practice assessment skills for working with diverse families, pushed them out of their comfort zones, enhanced their awareness of the need for health promotion, extended their definition of diversity, increased their cultural knowledge, expanded their personal perspectives on families, and provided them with a broader scope of nursing practice in the community.

CONCLUSIONS

Using constructivist strategies that emphasize active learning and the use of cinema to teach family assessment results in increased awareness of diversity and increased knowledge of opportunities for health promotion in families. Smith Jones.

Using a strengths model to build an on-line nursing education program

The on-line environment is the new frontier for academia struggling to define its place in the evolving economy. A concern is how to engage students who maximize their on-line experience and graduate in a timely manner. A strengths model was used as the basis for development of an on-line doctoral nursing program. Upon entering the program, students were given a strengths assessment that focused both students and faculty on the positive attributes students were bringing to their doctoral studies. A positive feedback methodology using on-line discussions in each course was used to support the identified strengths. The optimal picture of a successful entering doctoral student appears to be a person whose top five strengths are learner, achiever, input, connectedness and responsibility. A strengths model promotes a positive learning environment and supports a teacher-learner dynamic where faculty members are encouraged to focus on the students' strengths rather than their challenges.

Tutors' opinions of suitability of online learning programmes in continuing professional development for midwives

BACKGROUND

Online learning is frequently used in continuing professional development for qualified nurses and midwives. It is frequently assumed that the same package is appropriate for different groups of learners and that by reducing the need for tutorial input, tutorial time is saved.

OBJECTIVES

We evaluated the suitability of an online learning resource for suitability in continuing professional development for midwives. Originally developed for use as part of a work-based package for a specific audience, there had always been plans for more general use of the resource with other groups of health workers.

DESIGN

Sequential mixed methods study.

SETTING

English universities.

PARTICIPANTS

Seventy university tutors.

METHODS

Online questionnaire and in-depth interviews.

FINDINGS

Tutors did not consider that the online learning materials would be suitable for a wider audience without significant adaptation. They thought that uptake would increase need for tutorial input.

CONCLUSION

Our findings demonstrate the pitfalls of removing learning from the context of practice. Technology customised to meet the needs of one group of learners probably does not have the potential for transfer to another group without significant adaptation. Those responsible for designing e-learning should take into account the needs of all the different audiences for whom the resource is intended from the outset, with consideration for the context in which learning will be applied to practice and how students will be supported. If the same package is to be used by different audiences and in different settings, tutors and students will require explicit instructions of how they should use the resource and depth of knowledge and level of competency that should be attained at the conclusion of the programme.

Reconceptualization of a doctoral EBP course from in-class to blended format: lessons learned from a successful transition

In 2008, the University of Maryland School of Nursing transitioned the doctor of nursing practice core courses from an in-class to a blended (hybrid) course delivery method. As part of this transition, the evidence-based practice course was reconceptualized, implemented in its new format, and evaluated after being completed by 2 cohorts. The transition was successful because of a strong open interprofessional team, faculty training in blended course best practices, support by experts in instructional design and Web-based learning throughout the transition, and continual formative evaluation by students and faculty. The resulting course received strong positive evaluations by students and was certified by Quality Matters, indicating the incorporation of best practices in online teaching.

Online biostatistics: evidence-based curriculum for master's nursing education

Rapid changes in health care delivery require nurses to attain advanced knowledge, skills, and attitudes in biostatistics to provide high-quality, safe patient care. Advances in educational technologies support the delivery of graduate nursing education in online formats. Given the diversity of learning styles among graduate nursing students and the specific challenges in delivering biostatistics content in traditional formats, it is vital to include different delivery formats to engage and meet the learning needs of graduate nursing students who take biostatistics courses online. This article describes the pioneering approach of one graduate nursing program to implementing best practices for delivering an online biostatistics course to help master's-prepared nurses attain both statistical literacy and statistical communication skills.

The Virtual Maternity Clinic: a teaching and learning innovation for midwifery education

BACKGROUND

There are challenges for midwifery students in developing skill and competency due to limited placements in antenatal clinics. The Virtual Maternity Clinic, an online resource, was developed to support student learning in professional midwifery practice.

OBJECTIVES

Identifying students' perceptions of the Virtual Maternity Clinic; learning about the impact of the Virtual Maternity Clinic on the students' experience of its use and access; and learning about the level of student satisfaction of the Virtual Maternity Clinic.

DESIGN

Two interventions were used including pre and post evaluations of the online learning resource with data obtained from questionnaires using open ended and dichotomous responses and rating scales. The pre-Virtual Maternity Clinic intervention used a qualitative design and the post-Virtual Maternity Clinic intervention applied both qualitative and quantitative approaches.

SETTINGS

Three campuses of Deakin University, located in Victoria, Australia.

PARTICIPANTS

Midwifery students enrolled in the Bachelor of Nursing/Bachelor of Midwifery and Graduate Diploma of Midwifery were recruited across three campuses of Deakin University (n=140).

METHODS

Thematic analysis of the pre-Virtual Maternity Clinic intervention (return rate n=119) related to students' expectations of this resource. The data for the post-Virtual Maternity Clinic intervention (return rate n=42) including open-ended responses were thematically analysed; dichotomous data examined in the form of frequencies and percentages of agreement and disagreement; and 5-rating scales were analysed using Pearson's correlations (α=.05, two-tailed).

RESULTS

Results showed from the pre-Virtual Maternity Clinic intervention that students previously had placements in antenatal clinics were optimistic about the online learning resource. The post-Virtual Maternity Clinic intervention results indicated that students were satisfied with the Virtual Maternity Clinic as a learning resource despite some technological issues.

CONCLUSIONS

The Virtual Maternity Clinic provides benefits for students in repeated observation of the practice of the midwife to support their professional learning and practice development.

Development of an online education program for midwives in australia to improve perinatal oral health

It is recommended that all pregnant women should receive a comprehensive oral health evaluation because poor maternal oral health may affect pregnancy outcomes and the general health of the woman and her baby. Midwives are well placed to provide dental health advice and referral. However, in Australia, little emphasis has been placed on the educational needs of midwives to undertake this role. This article outlines the development of an online education program designed to improve midwives' dental health knowledge, prepare them to assess the oral health of women, refer when required, and provide appropriate dental education to women and their families. The program consists of reading and visual material to assist with the oral health assessment process and includes competency testing.

Student outcomes of distance learning in nursing education: an integrative review

Distance learning offers a distinctive environment to educate nursing students. While there is a significant body of evidence in the literature related to course, program, and faculty outcomes of distance education, little attention has been given by researchers to evaluate student outcomes, with the exception of student satisfaction. There is a need to evaluate and translate findings related to student outcomes in distance learning into educational practice. Integrative reviews offer one strategy to contribute to evidence-based teaching practice initiatives. A search of available published qualitative and quantitative research on student outcomes of distance learning from 1999 to 2009 was conducted using a number of databases. Astin's Input-Environment-Output conceptual model provided a framework for this review. Thirty-three studies met the inclusion criteria. Bothcognitive and affective student outcomes emerged. The cognitive outcomes were student learning, learning process, and technology proficiency. Affective outcomes included personal and professional growth, satisfaction, and connectedness. Implications, recommendations, and future research are discussed.

Incorporating online teaching in an introductory pharmaceutical practice course: a study of student perceptions within an Australian University

Objective

To examine student perceptions regarding online lectures and quizzes undertaken during a pharmaceutical practice course for first year undergraduate students enrolled in the Bachelor of Pharmacy course at an Australian University.

Methods

The University uses a standard instrument to collect feedback from students regarding unit satisfaction. Data were collected for three different teaching modalities: traditional face-to-face, online and partially online.

Results

Descriptive statistics support that, from a student's perspective, partial online delivery is the preferred teaching methodology for an introductory pharmaceutical practice unit.

Conclusions

This study has served to highlight that while there are a few points of significant difference between traditional and online teaching and learning, a combination of the two provides a reasonable avenue for teaching exploration. This result has implications for teaching practice generally, and within the pharmacy discipline, specifically.

From All Perspectives: Opinions of Students and Teaching Staff regarding Occupational Therapy Distance Education

Introduction:

A Canadian university's entry-to-practice occupational therapy programme offered all six academic courses in the first autumn semester using online technologies.

Method:

This formative study explored the perspectives of the instructors (n = 6) and students (n = 4) who chose this education format for their online teaching and learning. Students and instructors participated in interviews and focus groups.

Findings:

Emerging themes from analysis were issues and recommendations related to course delivery, communication and support, courses particularly suited to distance delivery, and technical assistance.

Conclusion:

This study is unique in presenting the insights of multiple education stakeholders who participated in a whole semester of online rehabilitation courses.

Social presence, satisfaction, and perceived learning of RN-to-BSN students in Web-based nursing courses

The purpose of this study was to assess social presence in online nursing courses and its relationship to student satisfaction and perceived learning. The Social Presence scale and the Satisfaction scale were administered via an Internet survey to students (n = 128) in an online RN-BSN program. Results indicated a strong relationship among satisfaction, social presence, and instructor performance. All subdomains of social presence correlated highly with the satisfaction subdomains, except the communication factor. A strong relationship was found between perceived learning and social presence and comfort with the online course. Overall social presence, instructor performance, and the subdomains of social presence predicted a significant amount of total variance in overall satisfaction and perceived learning. No significant relationships were found between the demographic factors and overall social presence or perceived learning. Results of this study can assist nurse educators in providing optimal online educational experiences for students.

Benefits, barriers, and intentions/desires of nurses related to distance learning in rural island communities

BACKGROUND

This study assessed distance learning needs among nurses on the Neighbor Islands in Hawaii.

METHODS

An exploratory study was conducted using a descriptive qualitative design. Of the 37 nurses who completed the study, 7 were nurse administrators and 30 were staff nurses. There were 18 focus groups of nurses recruited from six public hospitals on the Neighbor Islands.

RESULTS

Three major themes related to distance learning emerged in this study: benefits, barriers, and intentions/desires. Each major theme had several linkages to categories and subcategories.

CONCLUSION

Overall findings were as follows: (1) cost was mentioned more often in three major thematic areas (benefit, barriers, and intentions/desires); (2) the need to revisit and address current curriculum approaches and practices in distance learning programs was identified; and (3) strong recommendations were made for programs and organizational support for distance learning in hospital settings. These findings have implications for nursing research, education, and practice.

Perceptions of distance education among nursing faculty members in North America

A strategy to increase access to nursing education, train nurses for practice, and prepare future nurse educators is distance education. Faculty member shortages are cited as the main reason for not accepting qualified applicants. Faculty members are the core of nursing education. In order to address nursing faculty members' concerns regarding distance education and to assist in faculty member recruitment, retention, growth, and development in order to improve and enhance the quality of distance education, one must answer the question: What are nursing faculty members' perceptions of distance education in nursing? Utilizing a number of databases to locate research specific to this topic, this article provides an integrative review of the nursing literature to ascertain the faculty members' perspective of distance education. The research was analyzed, findings summarized, and limitations mentioned. Utilizing a brief supplementary review of the literature, the implications, recommendations, and need for future research are discussed.

Constructivism in cultural competence education

A graduate course on cultural diversity, based in constructivist theory and structured on the Process of Cultural Competence in the Delivery of Healthcare Services model, was developed and taught through classroom and online methods. The following research questions were explored: 1) Can an educational experience, built on constructivist learning theory tenets, change students' perceptions, attitudes, knowledge, and skills in the area of cultural competence? 2) Does the delivery method, online or traditional classroom, influence the degree of change? The study used a quasi-experimental, pretest-posttest control group design using the Inventory for Assessing the Process of Cultural Competence Among healthcare Professionals Revised. Findings showed significant changes (p<0.001) in cultural competence scores and subscores for all learners with both teaching modalities based on interval scale and in categories of cultural knowledge, skills, desire, and overall competence based on a nominal scale. The untaught construct of cultural desire showed the most significant improvement.

Electronic learning and constructivism: a model for nursing education

Nurse educators are challenged to teach nursing students to become competent professionals, who have both in-depth knowledge and decision-making skills. The use of electronic learning methods has been found to facilitate the teaching-learning process in nursing education. Although learning theories are acknowledged as useful guides to design strategies and activities of learning, integration of these theories into technology-based courses appears limited. Constructivism is a theoretical paradigm that could prove to be effective in guiding the design of electronic learning experiences for the purpose of providing positive outcomes, such as the acquisition of knowledge and decision-making skills. Therefore, the purposes of this paper are to: describe electronic learning, present a brief overview of what is known about the outcomes of electronic learning, discuss constructivism theory, present a model for electronic learning using constructivism, and describe educators' roles emphasizing the utilization of the model in developing electronic learning experiences in nursing education.

Transitioning a master's of nursing course from campus to on-line delivery: Lessons learned

Distance education continues to expand in nursing programs to service students in urban as well as rural areas in Canada. This article discusses the author's experience with transitioning a master's course in nursing from a traditional seminar format with 7-8 students to one that included distance students joining the classroom in real-time. The course, 'Nursing in Tertiary Health Care' which covers the fall and winter semesters addresses issues and concepts associated with advanced practice nursing for clients of all ages in tertiary care settings. The associated practicum selected by the student with the assistance of the faculty member provides an opportunity to examine the five domains of the Clinical Nurse Specialist role (consultation, education, research, leadership and practice) as one example of advanced practice nursing. The author has taught this course for 12 years in a traditional seminar format. During 2006-2007, a synchronous on-line version of this course was also offered whereby distance students joined the classroom at the same time as the other students in house at the university. This was done using personal computers from home or office, and a bridging program called 'Bridgit'. Lessons learned in making this transition will be discussed.

Developing a blended course on dying, loss, and grief

An important component of end-of-life education is to provide health professionals with content related to dying, loss, and grief. The authors describe the strategies used to develop and offer a blended course (integration of classroom face-to-face learning with online learning) that addressed the sensitive and often emotional content associated with grieving and bereavement. Using Kolb's Experiential Learning Theory, a set of 4 online learning modules, with engaging, interactive elements, was created. Course evaluations demonstrated the success of the blended course in comparison to the traditional, exclusive face-to-face approach.

Is nursing ready for WebQuests?

Based on an inquiry-oriented framework, WebQuests facilitate the construction of effective learning activities. Developed by Bernie Dodge and Tom March in 1995 at the San Diego State University, WebQuests have gained worldwide popularity among educators in the kindergarten through grade 12 educational sector. However, their application at the college and university levels is not well documented. WebQuests enhance and promote higher order-thinking skills, are consistent with Bloom's Taxonomy, and reflect a learner-centered instructional methodology (constructivism). They are based on solid theoretical foundations and promote critical thinking, inquiry, and problem solving. There is a role for WebQuests in nursing education. A WebQuest example is described in this article.

Factors influencing the utilisation of e-learning in post-registration nursing students

The learning environment extends beyond the classroom and establishing an e-learning culture is seen as essential to the future of nurse education and the facilitation of life long learning. This paper reports on a study that sought to identify the factors that may influence the utilisation of e-learning by nursing, midwifery and health visiting students undertaking post-registration studies. The findings presented draw on quantitative and qualitative data drawn from analysis of a questionnaire exploring experience and perceptions of e-learning. This research finds the perception of e-learning is positively influenced by its flexibility in time management, pace of learning, self direction and widening access to information. Potential barriers relate to the functional capability of students, perceived levels of computer literacy, perceptions of e-learning as time consuming, competing home life elements and the lack of work based support. Student expectations in relation to reasons for choosing this mode of learning and the probability that they may be inadequately supported to make the best use e-learning were inherent in the findings. This raised questions of the potential for inequity in educational delivery with increasing use of e-learning. The implications from this research highlight the challenge for nurse educators in understanding, developing awareness of and identifying strategies to manage these factors.

Online education goes the distance

No matter where you are, you can telecommute to a virtual nursing program. Use this handy guide to navigate to success.

Applying Constructivism to Nursing Education in Cultural Competence

A graduate course on culture, diversity, and cultural competence was developed based on constructivist learning theory and Campinha-Bacote's constructs of cultural awareness, knowledge, skill, and encounters. The epistemology, structure, assignments, and activities used in both online and classroom courses were highly effective and well received by the students. Student course evaluations and outcome assessments of students' cultural competence levels, as compared to precourse levels, provided supportive evidence that the course design produced intended outcomes. Course resources are shared, making them available for use by others in cultural competence education.

An exploratory study of web-enhanced learning in undergraduate nurse education

AIM

The aim of the study was to explore undergraduate nursing students' views of web-enhanced learning and to examine issues relating to their pattern of access to a rehabilitation nursing module website.

BACKGROUND

As information technology is an integral component of western health care, all nurses are expected to have the necessary knowledge, skills and attitudes to be competent in its use.

METHODS

In phase 1, a focus group interview was conducted with students (n = 6) who had not logged onto a similar module website. In phase 2, a questionnaire was administered to students undertaking the web-enhanced module. In phase 3, each student's (n = 231) pattern of access to the module was identified and compared with the student's performance as evidenced by their module assignment mark.

RESULTS

Students held favourable attitudes towards web-enhanced learning but some students experienced difficulties. There was a significant positive association between the students' assignment mark and the number of times logged onto the module website. Significant negative correlations were found between mark and week of first log on, and week of first log on and number of hits onto the module site. This suggests that students who logged onto the module in the first few weeks were more likely to achieve higher marks.

CONCLUSIONS

This study's findings suggest that students who accessed the module website early and often were more likely to produce more comprehensive nursing assessments and consequently achieve higher assignment marks than their colleagues.

RELEVANCE TO CLINICAL PRACTICE

The findings have relevance to all nurses as lifelong learning is a mandatory requirement for maintaining clinical competence and electronic learning can provide students (regardless of registration status) with the flexibility to gain access to course content at a time and place convenient to them. The role of electronic learning in promoting a more holistic nursing assessment is also discussed.

Connectiveness and civility in online learning

As the classroom shifts from teacher-centered to learner-centered and from face-to-face to online, nursing faculty members are challenged to promote a sense of connectiveness and social interaction. Making connectiveness more elusive is the perception of rude, impolite, or unkind communication. The purpose of this descriptive-exploratory study was to examine perceptions of connectiveness and civility in online nursing courses. Ninety-six students in four nursing programs participated in the study. Strategies that promote connectiveness with peers are in-person activities whenever possible and discussion assignments that include social activities. Timely feedback when responding to questions and prompt grading are important for student-to-instructor connectiveness. Thirty-five percent of the students encountered rude or unkind communication with peers, and 60% reported incivility from instructors. Their suggestions for effective handling of rude communication included addressing the behavior privately, giving guidance about netiquette, and defining what constitutes rude behavior.

Distance education in nursing: an integrated review of online nursing students' experiences with technology-delivered instruction

One proposed solution to educating more nurses to decrease and eventually eliminate the nursing shortage is distance education. But what are nursing students' experiences with distance education? Answering this question can assist in the development of effective teaching and learning strategies to provide for the development of quality distance education programs. This article provides an integrative review of the nursing literature to ascertain the student perspective of distance education. A review of nursing literature was completed using a number of databases and specific criteria to locate research studies specific to this topic. The studies were analyzed for validity and reliability, and limitations were mentioned. Student perceptions garnered from the research studies analyzed are summarized with the acronym DISTANCE ED. Implications, recommendations, and needs for future research are discussed. A supplementary review of the literature is used to augment the findings.

Using Synchronous Software in Web-based Nursing Courses

To promote learning and enhance immediacy and satisfaction, a college of nursing at a large research I southern university undertook a pilot project to incorporate synchronous classroom software into an ongoing online program. Two synchronous class sessions using voice over Internet protocol were offered in the Community/Public Health Nursing course through Elluminate Live! Upon conclusion of the lecture, students were divided into breakout groups to work on group projects. Surveys were administered to the students and faculty before and after the class sessions. Evaluation of the pedagogical strategies used in the synchronous sessions was conducted by instructional technology faculty. Students in the pilot group reported higher levels of satisfaction with the Web-based course with synchronous sessions. In addition, students reported that group time at the end of the session was helpful for completing group projects. A majority responded that synchronous session activities and assignments facilitated their understanding of course content. This article presents a description of the synchronous classroom pilot project along with recommendations for implementation and pedagogical approaches.

Strategies to Manage the Time Demands of Online Teaching

The time demands of online teaching may discourage nurse educators from developing distance learning courses. As consumer expectations for online education grow, it is essential that educators identify strategies that will enable efficient use of time to both develop and teach online courses. The authors review the distance learning literature from the perspective of time management strategies for online teaching. Approaches used by the authors to efficiently develop and teach online courses are described.