A partnership model of distance education: students' perceptions of connectedness and professionalization

This article describes a partnership model of distance education for a master's nursing program in a midwestern state and an evaluation that assessed students' perceptions of professionalization and connectedness in the program. Students at the originating and distance sites were asked to complete evaluations at the end of each course. Connectedness and professionalization were measured using rated satisfaction with three modes of contact for each item. Results indicated that students at the distance site had a significantly higher overall level of satisfaction with interactive television (ITV) and experienced high levels of connectedness and professionalization through the ITV courses. However, among the three modes of connectedness, students at the distance site rated satisfaction with contact with same-site students as the highest, followed by contact with the instructor. Students also perceived that their professional identity increased through the three modes, particularly for contact with same-site peers at the distance site and for contact with instructors at both sites. Recommendations for faculty and student responsibilities are provided to ensure a positive learning environment.