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Related Experiment Videos

Learner support experienced by RNs in a collaborative distance RN-to-BSN program.

R A Oehlkers1, C C Gibson

  • 1University of Wisconsin-Madison, USA.

Journal of Continuing Education in Nursing
|March 1, 2002
PubMed
Summary
This summary is machine-generated.

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Registered Nurses (RNs) in a new distance learning program found support from both university resources and personal networks. Key institutional supports included orientation and instructor feedback, complemented by family and peer encouragement.

Area of Science:

  • Nursing Education
  • Distance Learning
  • Higher Education

Background:

  • The increasing demand for Bachelor of Science in Nursing (BSN) degrees necessitates flexible educational models.
  • Distance learning programs offer accessibility but require robust support systems for student success.
  • Understanding the support needs of Registered Nurses (RNs) pursuing a Bachelor of Science in Nursing (BSN) through distance learning is crucial for program development.

Purpose of the Study:

  • To identify the types of support experienced by RNs enrolled in a new university-based, collaborative distance learning program.
  • To explore both institutional and non-institutional factors contributing to student support.

Main Methods:

  • Conducted taped, semi-structured telephone interviews with sixteen RN-to-BSN students.

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  • Interviews were held at the beginning and end of the students' first course in the program.
  • Qualitative analysis of interview data to identify themes of support.

    • Main Results:

    • Institutional support themes included: orientation programs, technical assistance, mentorship, access to library resources, and timely instructor feedback.
    • Non-institutional support themes comprised: encouragement from family and friends, peer support, workplace assistance, and self-motivation.
    • Students identified a combination of institutional and personal support as vital for their learning experience.

    Conclusions:

    • Effective distance learning programs for RN-to-BSN students require a multifaceted support strategy.
    • Integrating institutional resources with recognition of personal support networks enhances student retention and success.
    • Future program development should consider these identified support elements to optimize the RN-to-BSN distance learning experience.