A Critical Analysis of Online Nursing Education: Balancing Optimistic and Cautionary Perspectives

McIntyre, Marjorie; McDonald, Carol; Racine, Louise

doi:10.1177/084456211304500105

Cited by 12 publications

(19 citation statements)

References 21 publications

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“…Some of the platforms in the studies of the review included additional structures that enabled content and tools such as forum discussions, webinars about nursing topics, podcasts [29], or teleconferencing [24]. The content can be in text as well as in audio and video formats [24].…”

Section: Platform Structurementioning

confidence: 99%

“…Additional research skills that are addressed in the content of learning modules are data analysis, for example, statistics [25] and academic writing [29].…”

Section: Educational Content and Materialsmentioning

confidence: 99%

“…The interactive character of the platform includes interaction between peer students, teachers, and content, which must be maintained at all times [29]. Communication and interaction with instructors is essential and lack of interaction was mentioned as one of the primary weaknesses of online education [26].…”

Section: Communication Interaction and Feedbackmentioning

confidence: 99%

“…Communication and interaction with instructors is essential and lack of interaction was mentioned as one of the primary weaknesses of online education [26]. In addition, the role of administrators is explicitly indicated [29].…”

Section: Communication Interaction and Feedbackmentioning

confidence: 99%

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Identifying and prioritizing requirements for an e-platform to strengthen nursing in Kazakhstan A two-step research design including a literature review and a Delphi study

Dijkman¹,

Oosterhoff²,

Akanov³

et al. 2020

Preprint

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BACKGROUND This paper addresses the requirements for an e-platform that is to be developed to strengthen nursing in Kazakhstan. It aims to support knowledge sharing and collaboration in nursing education, research, and clinical practice. To construct the platform, a requirement analysis was conducted in a two-step design that included a literature review and a Delphi study. The aim of the review was to identify requirements for an e-platform for collaborative developments in nursing science and nursing research education. The aim of the Delphi study was to specifically prioritize these requirements for Kazakhstan.METHODS A literature search was accomplished using different electronic databases between February and April 2018 by applying search terms concerning nursing, e-platform, research, and education. Included studies should not be older than six years, written in English or Russian, involve nurses or nursing students, and address learning by e-platform. The Delphi study included two rounds of questionnaires containing input from the review and from other project activities. Rating occurred among a panel of experts from Kazakhstan, Finland, and the Netherlands. Outcomes were analysed applying content validity ratios and level of consensus thresholds.RESULTS The literature search generated eight studies. Data extraction and synthesis resulted in nine categories of requirements covered by four groups in the Delphi study. One group contains content-related requirements encompassing aim and users, platform structure, educational content, and nursing skills. Another group comprises functional requirements including communication, knowledge acquisition, and management. A third group refers to usability requirements, and the fourth group contains technical requirements. The Delphi study generated a list of 52 essential requirements and 15 useful requirements with a high level of consensus.CONCLUSION The input for the Delphi corresponded with the perceptions of experts concerning the needs of the e-platform to be developed. The list of requirements is well-embedded in the literature as well as in the national context of nursing in Kazakhstan and, therefore, will contribute to improving the trinity of nursing education, research, and practice. Although the list is context-specific, when validated by a panel of experts, it is considered to be applicable universally when developing e-platforms for nursing.

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Section: Platform Structurementioning

confidence: 99%

“…Additional research skills that are addressed in the content of learning modules are data analysis, for example, statistics [25] and academic writing [29].…”

Section: Educational Content and Materialsmentioning

confidence: 99%

Section: Communication Interaction and Feedbackmentioning

confidence: 99%

Section: Communication Interaction and Feedbackmentioning

confidence: 99%

See 2 more Smart Citations

Identifying and prioritizing requirements for an e-platform to strengthen nursing in Kazakhstan A two-step research design including a literature review and a Delphi study

Dijkman¹,

Oosterhoff²,

Akanov³

et al. 2020

Preprint

View full text Add to dashboard Cite

show abstract

“…The challenge is to identify why these skills remain problematic for students. As nursing education turns to online environments to address a shortage of qualified professionals, critical inquiry skills must be mastered online by students (Bolan, 2003;Bosher & Smalkoski, 2002;Massachusetts Department of Higher Education Nursing Initiative, 2010;McIntyre, McDonald, & Racine, 2013;National League for Nursing, 2015). Understanding student experiences with online critical inquiry is essential to helping course developers and faculty design and create better online courses for nursing students.…”

Section: Significance Of the Problemmentioning

confidence: 99%

Exploring online critical inquiry experiences of first year undergraduate nursing students in a northeast American college

Wallace¹

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Developing practitioners who can think critically is a core goal in the nursing discipline. The ability to prioritize information, problem solve, and support decisions with evidence positively correlates with patient quality of care, safety, and outcomes. These skills however are challenging to teach and learn, and research shows many nursing students and new nurses lack proficiency. As programs move online, it is imperative we understand how to better design and teach courses for improved critical inquiry. This interpretive phenomenological analysis explored undergraduate nursing students' experiences in an online course that included critical thinking as a goal. The primary research question guiding this study was: How do undergraduate nursing students describe their first year experience with critical inquiry in an online course on nursing history and theory? Participants of this study included six undergraduate nursing students who, during the first semester of the program, completed a hybrid course. Following data analysis of semi-structured interviews, five main themes emerged. Findings indicated that previous experiences and context formed individuals' critical inquiry definition and how they perceived its success. Critical inquiry improved as knowledge and skills developed over time.Success increased when instructors established relationships with their students, motivating them to engage in the coursework and with their peers. Positive peer relationships were important for boosting students' willingness to share information, supporting discourse. Finally, opportunities for organic, informal conversations gave students foundational material for deeper discussions.

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A Comparative Analysis of Demographic and Academic Success Characteristics of On-line and On-Campus RN-to-BSN Students

Mancini

Ashwill

Cipher

2015

Journal of Professional Nursing

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Despite their proliferation, little is known about how registered nurse-to-bachelor of science in nursing (RN-to-BSN) students enrolled in on-line programs compare to those in on-campus programs. This article reports on a comparative analysis of 3,802 students (332 on-campus, 3,470 on-line) conducted to better understand characteristics and educational outcomes of individuals who select on-line learning options. Programs were compared for student demographic characteristics (gender, race, age, and prior degree status) and outcome variables (progression to graduation and time to completion). Students in the on-line program were significantly older than on-campus students, and significantly more Caucasian/White students were in the on-line program. There were no significant differences in gender between groups. Among only those students who had already graduated, on-campus students took significantly less time to graduate than on-line students and had a higher graduation rate. However, the rate of program discontinuation was similar in both groups, and most on-line students who had not graduated were still progressing in the program. Implications of these findings are that students enrolled in an on-line RN-to-BSN program specifically designed to provide them with flexible 5-week terms and substantive student supports can have similar educational outcomes.

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A Critical Analysis of Online Nursing Education: Balancing Optimistic and Cautionary Perspectives

Cited by 12 publications

References 21 publications

Identifying and prioritizing requirements for an e-platform to strengthen nursing in Kazakhstan A two-step research design including a literature review and a Delphi study

Identifying and prioritizing requirements for an e-platform to strengthen nursing in Kazakhstan A two-step research design including a literature review and a Delphi study

Exploring online critical inquiry experiences of first year undergraduate nursing students in a northeast American college

A Comparative Analysis of Demographic and Academic Success Characteristics of On-line and On-Campus RN-to-BSN Students

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