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This new house: building knowledge through online learning.

Lois R Robley1, Beverly J Farnsworth, Janice B Flynn

  • 1Kennesaw State University, GA 30144, USA. lrobley@kennesaw.edu

Journal of Professional Nursing : Official Journal of the American Association of Colleges of Nursing
|October 21, 2004
PubMed
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Virtual learning in nursing education offers flexibility and enhances critical thinking, leading to deeper understanding. However, students also experience overwhelm and frustration with online nursing courses.

Area of Science:

  • Nursing Education
  • Online Learning Pedagogy
  • Distance Education

Background:

  • The rapid shift to online education necessitates understanding student experiences in virtual nursing programs.
  • Baccalaureate nursing students' perspectives on virtual learning are crucial for pedagogical development.

Purpose of the Study:

  • To explore baccalaureate nursing students' experiences with virtual learning.
  • To identify how online education enhances and detracts from nursing education.

Main Methods:

  • Qualitative study employing hermeneutic phenomenology.
  • Conducted three in-depth focus-group interviews with 27 nursing students.

Main Results:

  • Seven themes emerged: framework creation (flexibility, faculty facilitation), dialogue building, critical thinking enhancement, personal/professional growth, comprehensive learning (deeper understanding, better retention), and challenges (overwhelm, frustration).

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  • Online learning facilitated flexibility, critical thinking, and knowledge retention.
  • Students reported feelings of overwhelm and frustration alongside positive growth.

    • Conclusions:

    • Online learning in nursing education presents a complex experience with both benefits and drawbacks.
    • Findings offer insights for improving the pedagogy of distance learning in nursing.
    • Further research can refine online nursing curricula to maximize benefits and mitigate challenges.