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A nursing faculty's transition to teaching online
1Clemson University School of Nursing, South Carolina, USA. aejohns@clemson.edu
Nursing Education Perspectives
|March 12, 2008
Summary
Nurse educators experienced a significant role shift when transitioning to web-based instruction. Successful online teaching requires adapting their philosophy and reconceptualizing their role in nursing education.
Area of Science:
- Nursing Education
- Online Learning
- Educational Technology
Background:
- Web-based instruction is increasingly integrated into nursing education.
- This shift significantly alters the responsibilities and roles of nurse educators.
- Understanding faculty experiences is crucial for successful online program implementation.
Purpose of the Study:
- To explore the lived experiences of graduate nursing faculty transitioning to web-based teaching.
- To identify essential factors for faculty success in online nursing education.
- To understand the reconceptualization of the nurse educator role in a digital environment.
Main Methods:
- Phenomenological research design.
- Guided interviews with graduate nursing faculty.
- Qualitative analysis of participant experiences.
Main Results:
- Faculty described a profound reconceptualization of their role as nurse educators.
- A paradigm shift in teaching philosophy was reported by many participants.
- Key needs for successful transition included pedagogical support and technological training.
Conclusions:
- The transition to web-based teaching necessitates a fundamental shift in the nurse educator role and teaching philosophy.
- Support systems are vital for faculty adapting to online pedagogy.
- Further research should explore best practices for online nursing education faculty development.
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