Online Learning: Advantages and Challenges in Implementing an Effective Practicum Experience

Abstract

Executing an effective clinical practicum experience for distance learners requires systems to be in place to ensure that all students receive a quality clinical experience and meet course and program objectives. Key to achieving these successful outcomes is recognizing and overcoming the challenges involved in designing graduate practica for Master of Science in nursing candidates. A systematic approach is presented for consideration.

Virtual vs. Conventional Practicum in Pharmacology: Students’ Perspectives

“…The pharmacology practicum was designed to provide learning activities that teach practical and experiential skills to students [6]. During the practicum sessions, students were introduced to selected medications, their formulations, dosages, and mechanisms of actions.…”

“…Health Problems in Paediatrics), selected cases and medications were used to teach students about filling a prescription. The lack of hands-on experience during the virtual practicum might alter the students' understanding of the materials [6] [13].…”

Views of regulatory authorities on standards to assure quality in online nursing education

“…In the meantime, simple strategies such as having online students come for onsite immersions where faculty can assess, teach, and evaluate clinical competency through simulation with mannequins can validate effectiveness of delivery methods. Mitchell and Delgado (2014) have recommended that standards need to be in place to ensure quality in clinical experiences for distance learners.…”

“…A potential approach to tackle this bias against online degrees is to have consistency in defining and regulating quality online education with guidance (ideally evidence-based) from our accrediting bodies. Mitchell and Delgado (2014) has recommended that standards need to be in place to ensure quality in clinical experiences for distance learners. That way, we are barring the risk of graduating students who are not yet prepared to practice safely while increasing their chances of employment.…”

Emergency Remote Learning in Nursing Education During the COVID-19 Pandemic

“…The questionnaires consist of 21 questions and have both structured and open-ended response options. There are 7 demographic questions for teacher: age, country and city, current position, education-level, educational background, teaching year, and subject type [6][7][8][9][10]. The 11 questions are on the ERL in nursing education, all used Likert 5point scale from 'not much' to 'very much'.…”