Faculty Perceptions of Teaching Nursing Content Online in Prelicensure Baccalaureate Nursing Programs

Abstract

Background: The purpose of this study was to explore the perceptions of nursing faculty regarding the nature, challenges, and strengths of teaching course content online in prelicensure collaborative baccalaureate nursing programs and the implications for online course delivery. Method: This was an exploratory–descriptive, mixed-methods design based on document analysis, an online survey completed by 32 faculty, and interviews with 16 faculty in a representative sample of 13 English speaking colleges in Ontario. Results: Participants perceived content containing complex cognitive concepts, experiential learning as in relational practice, and psychomotor skill mastery as better suited for traditional classroom delivery. Faculty identified challenges with developing higher level online discussions and having students collaborate. Conclusion: Online teaching took much more time and should be acknowledged in workload assignments. A hybrid teaching environment was preferred. Online education was useful when the content and the semesters/years were appropriate, and necessary supports were in place. [ J Nurs Educ . 2020;59(12):683–691.]

Transitioning a Graduate Nursing Physical Examination Skills Lab to an Online Learning Modality

“…The majority of faculty respondents support continuing the online modality despite perceptions of increased workload, and mixed perceptions of the effectiveness of teaching advanced assessment skills online. The perception of an increased workload in an online modality compared with a hybrid or face-to face modality is consistent with the literature 33. Regarding the increased workload, in the hybrid modality, faculty were only required to provide verbal feedback on students' performance that was limited to the face-to-face workshop sessions, whereas in the online modality, faculty were expected to provide substantive written formative feedback for each student in addition to completing the evaluation rubric.…”

“…The perception of an increased workload in an online modality compared with a hybrid or face-to face modality is consistent with the literature. 33 Regarding the increased workload, in the hybrid modality, faculty were only required to provide verbal feedback on students' performance that was limited to the face-to-face workshop sessions, whereas in the online modality, faculty were expected to provide substantive written formative feedback for each student in addition to completing the evaluation rubric. The time investment for the substantive written formative feedback was more than the on-demand verbal feedback.…”

Exploring the experiences of nursing faculty during the coronavirus (COVID-19) pandemic—A qualitative descriptive study

“…Peer support and collaboration were critical to faculty success during COVID-19. Consistent with findings from Puska and Janzen (2020) and Gazza (2022) , faculty capitalized on the strengths and experience of their peers to help them navigate curricular demands, student challenges, and the online learning environment. Faculty with online experience became valuable resources, sharing their expertise on topics from how to use the technology to creating engaging lessons to best practices for content delivery.…”

Nursing faculty perceptions of preparation and support for effective online teaching

“…Billings framework (2000) further informed these principles. The frameworks are described in Puksa and Janzen [20] in which the findings of faculty perceptions of the quality of online teaching compared with the BTPs are reported. In this article, the focus is on the relationships between institutional and faculty supports and the BTPs.…”

“…Findings of the data elicited to explore faculty perspectives of teaching nursing content online are reported in a separate publication. [20] Based on the findings, faculty perceived that content containing complex cognitive concepts was better suited to the traditional classroom. They identified challenges with developing higher level discussions and having students collaborate.…”