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Meeting the challenge of developing courses for distance delivery: two different models for course development
1Faculty of Nursing, University of Manitoba, Winnipeg, Canada.
Journal of Continuing Education in Nursing
|December 9, 2000
Summary
This study explored faculty experiences developing online nursing courses. Key challenges included faculty ownership, workload, distance clinical practice, and technology expertise, impacting 21st-century nursing education.
Area of Science:
- Nursing Education
- Distance Learning
- Higher Education
Background:
- Practicing Registered Nurses (RNs) require flexible continuing education options.
- Traditional nursing courses face challenges in adapting to distance delivery.
- Limited understanding exists regarding interdisciplinary experiences in developing distance education courses.
Purpose of the Study:
- To explore the experiences of nursing faculty and university support staff in the interdisciplinary development of distance learning courses.
- To identify challenges and successful models in creating online nursing education programs.
Main Methods:
- A descriptive study utilizing interviews with 11 participants.
- Involved nursing faculty and members of a university support unit.
Main Results:
- Two distinct organizational models for course development were identified.
- Emerging issues included faculty ownership, workload, distance clinical practice, and technology expertise.
- Faculty engagement and support structures are crucial for successful distance course development.
Conclusions:
- Addressing faculty concerns regarding ownership, workload, and technology is vital for effective distance education.
- Interdisciplinary collaboration is key to overcoming challenges in nursing distance learning.
- Adapting to 21st-century demands requires strategic development of online nursing education.
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