Benchmarking Best Practices in Web-Based Nursing Courses

Abstract

T HE INFORMATION age, triggered by the technology revolution, is upon us, and it is speculated that the trends of the past two decades will not only continue but accelerate. 1 The technology that has already changed many lives will continue to affect our environment and revolutionize the way we do business, including the business of education. This evolving technologic tool set is increasing and expanding the opportunities that are available to the learner, thus creating rich learning environments for teaching both mechanical and qualitative skills. Future education and training will be independent of time and place. Learners will have access to a wide range of media, as well as sources of education. The two most influential technology trends affecting the future of education will be vastly expanded computer power and increased 41 This article describes the framework and process to determine best practices in online learning communities for Web-based nursing courses. The benchmarks for best practices were determined based on evidence-based research in higher education. These quality indicators were then used to develop and pilot test a benchmarking survey across three state schools of nursing. The results of the pilot test, as well as the applications and implications for benchmarking best practices, are discussed.

Applying e-learning for Multicultural Healthcare Education

“…Distance learning is an opportunity for nurse educators and institutions to develop a learning environment in order to enhance continuing professional development [8]. It provides options for lifelong learning for healthcare professionals-including those working in community settings-that is effective and cost efficient.…”

Perception of students on performance of dual-mode education: Information Quality perspective

“…Academics feel online material gives them extra work and may affect their academic duties. Thurmond et al (2002) evaluate students' satisfaction with web-based distance education and accepts the argument of Billings et al (2001) that students are more satisfied "with web-based courses because of their computer skills or high level of knowledge" rather than the contents of the web-based course. In other words, technology-related knowledge rather than course-related knowledge is rated as more important (Williams et al 2006).…”

Online Graduate Study Health Care Learners' Perceptions of Instructional Immediacy

“…In their seminal work benchmarking best practices in Web-based nursing courses, Billings, Connors and Skiba (2001) identified an expectation that connectedness, where students and faculty form an online learning community that overcomes isolation, is present. Further, in her overview of best practices in online clinical content courses, Herie (2004) emphasized the crucial importance of establishing a climate of psychological safety where learners feel supported by their instructor and peers.…”