Introduction As online nursing education programs continue to increase to meet the demands of the growing market, nursing faculty are challenged to develop and deliver courses based on best practice principles. The Online Nursing Education Best Practices Guide (ONE Guide) builds on and extends the nationally recognized Quality Matters® program and serves as a roadmap guiding course development and delivery. The fundamental principle for success in online teaching is instructor presence; the teacher as a facilitator of learning is illustrated throughout the guide. An Online Instructor Checklist facilitates systematic implementation of best practice principles. Methods This article is based on a focused literature review and concept analysis resulting in a comprehensive guide for delivery of effective, quality nursing education through best practices in the online learning environment. A broad search of databases focused on articles during 2014 to 2019 was completed. The literature review included articles that examined over 1200 student perceptions of instructor presence in the online setting. Conclusion Nurses carry a direct responsibility for the health and well-being of patients. Nursing quality education proves fundamental to the profession’s long-term outcomes. The ONE Guide and Online Instructor Checklist apply comprehensive, evidence-based teaching strategies to give a roadmap for success in the online teaching environment.

The study revealed a reduction in perceived uncivil acts of behavior in the nursing program by faculty and students.

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Objective:To determine if nursing student application of knowledge declined due to remote learning during the COVID-19 pandemic. Health Education Systems Incorporated Fundamentals version one (HESI Fundamentals V-1) specialty examination scores of first-semester nursing students in the traditional BSN program were compared with pre- and post-remote course delivery.Methods:The study used a comparative quantitative research design and involved a convenience sample of 200 nursing students in their first semester of a nursing program at a university located in the south-central region of the US. Their HESI Fundamentals V-1 scores in the spring 2020 semester were compared with their scores in the fall 2020 semester.Results:Using statistical analysis of an independent one-tailed t-test, the mean HESI scores in fall 2020 were significantly higher than the mean HESI scores in spring 2020.Conclusion:While remote learning caused concerns for nursing instructors and students, the HESI scores support that student application of knowledge improved even after the delivery of remote learning.