Issues Related to Distance Education in Nursing
Introduction
There has been an increase in the amount
of nursing programs offering distance education. These programs require discipline, initiative,
and knowledge of the technology utilized to deliver and receive
information. With no face to face
interaction, educators are tasked with ensuring that meaningful dialogue takes
place in a caring environment. Nurse
educators participating in online instruction must employ strategies to assess
learning to ensure students understand various concepts. Also, to ensure positive learning outcomes in
the online environment, nurse educators must be adequately prepared to
facilitate as well as proficient in online communication. The purpose of this blog is to discuss issues
related to distance education, the significance of these issues as well as
strategies to resolve the issues from a nurse educator perspective.
Issues
Related to Distance Education
The
first issue related to distance learning is rooted in the lack of an educator’s
preparation and experience. The
increasing need of distance learning is resulting in inexperienced educators
facilitating online classes. This can be
problematic as students may not be getting the instruction needed for
successful completion of an online course.
It may also discourage students from any future participation in
distance learning. Evidence shows that
preparation and experience positively impacts online instruction (Anderson
& Robinia, 2010).
A second issue related to distance
learning is the possibility of not meeting the needs of students with mild
learning disabilities. According to the
amendment to the Rehabilitation Act by Congress in 1998, it is required that information
technology be available for students with disabilities (Nelson, 2007). To meet this requirement, support services
need to be in place for students with disabilities (Dare, Zapata, & Thomas,
2005). However, in the absence of face
to face interaction in the online environment, nurse educators may not know
their students thus making it difficult to ensure that specific needs are being
met. Ainsley & Brown (2009), stated
that instructional barriers may be present due to technological requirements of
online learning in students with mild learning disabilities.
A third issue related to distance
education is the possible lack of caring present in the online environment. It is difficult to create a caring
environment without the physical interaction between facilitator and
student. Unfortunately, the physical
aspects are absent in online interaction (Ainsley & Brown, 2009). As the nursing profession is based on caring,
it is important that strategies are employed to promote a caring environment in
distance learning.
Significance
of Issues Related to Distance Education
The significance of not being prepared is
that the educator has not fulfilled one of the basic competencies prescribed by
the National League of Nursing (NLN).
According to the NLN (2005), in order to facilitate learning
effectively, educators must implement a variety of teaching strategies to meet
students’ needs as well as the desired learner outcomes, content, and
context. Education and experience are
prerequisites for educators to facilitate online. When an educator lacks either of these two
characteristics it may affect learning outcomes as it may be difficult to
implement proper strategies for delivery, assessment and evaluation of content.
The significance of nurse educators not
getting to know their students may result in overlooking students with mild
learning disabilities. Online education
may be difficult for nursing students with mild learning disabilities. It may be a barrier to learning and essential
content may not be learned. This is
significant as students may experience frustration and not be successful in the
online environment. According to Ainsley
& Brown (2009), students with learning disabilities are routinely
overlooked.
The significance
of not having a caring online environment is that nursing students may not display
a caring attitude into the clinical environment. According to Leners & Brown
(2006), caring must be evident in nursing education and a review of literature
and a study of graduate students perceptions revealed that students believed
that caring should be evident in nursing education. It is an expectation both in the traditional
classroom as well as in the online environment and again without face to face
interaction it may be difficult to meet this requirement.
Strategies
to Resolve Issues from Nurse Educator Perspective
A strategy nurse educators could use to
positively impact online learning is preparation. According to a study by Anderson &
Robinia (2010), a positive impact regarding online instruction correlates with
the amount of preparation and experience that the educator possesses. The study found that a prepared nurse
educator had taught at least three online classes which correlated to a high
self-efficacy. Along with preparation,
computer skills are necessary. According
to Menchaca & Bekele (2008), faculty must be proficient in the technology
used for the online course they are facilitating. Another strategy to ensure a successful
learning environment is for faculty to gain technical proficiency prior to
teaching an online class. This will
ensure that faculty is prepared, proficient and ready to participate in the
distance learning environment.
It is important that nurse educators assess
for technological difficulties a student may have that can hinder success in
the online environment. A strategy nurse
educators can employ to assess for learning disabilities is to provide an open,
caring dialogue with students to build a trusting relationship. Educators should encourage students to reveal
any difficulties they may be experiencing in the online environment. Educators should be able to provide
information regarding resources that students can utilize to be successful in nursing
education whether in the traditional setting or online. According to Nelson (2007), 30% of distance
learners reported that they would use support services. Faculty must have an open door policy and in
the online environment that means providing available times that students can
call to discuss any issues that may arise. By identifying mild learning disabilities and
being available during the allotted times faculty can ensure that students have
the tools needed to be successful.
Nurse educators
must also provide a caring environment in distance learning. Strategies
nurse educators can use to foster a caring environment are; to possess an
empathetic perspective toward students; ensure feedback in a timely manner,
have a positive attitude, displayed in written communication; and be a positive
role model. These characteristics promote a caring environment and students are
more likely to model this behavior in their professional nursing practice
(Leners & Sitzman, 2006).
Conclusions
With the increase in distance learning,
faculty and students must be proficient in the use of technology. It is imperative that nurse educators adequately
prepared to teach online. Faculty should
assess student knowledge related to technology needed to be successful in the
online environment as well be aware of resources students can utilize for
technological assistance. As well as
assessing student needs, the actual online environment should be assessed. Faculty must find ways to create and maintain
a caring environment online. Communicating
with students in a timely manner, having an empathetic perspective, and being a
positive role model fosters a caring environment Online education will continue to evolve to
meet the needs of future health care demands and nurse educators must be
creative in fostering a positive, caring online environment to facilitate
learning.
References
Leners, W. D.
& Sitzman, K. (2006). Graduate students’ perceptions: Feeling the passion
of CARING online. Nursing Education
Perspectives, 27(6), 315-319.
Menchaca, M. P.
& Bekele, T. A. (2008). Learner and instructor identified success factors
in distance education. Distance
Education. 29(3) (pp 231-252).
