Related Experiment Video
Updated: Jan 2, 2026
Author Spotlight: Enhancing Engineering Education via WebVR-Based Online Laboratories
Published on: February 23, 2024
Faculty and Student Perspectives of a Graduate Online Delivery Model Supported by On-Campus Immersion
Melanie Hardin-Pierce1, Debra Hampton, Sheila Melander
1Author Affiliations: Adult-Gerontology/Acute Care Nurse Practitioner Academic Program Coordinator and Associate Professor (Dr Hardin-Pierce); Interim Assistant Dean, MSN, DNP Programs, Academic Program Coordinator, Graduate Leadership Programs, and Assistant Professor (Dr Hampton); Associate Dean of MSN and DNP Faculty and Practice Affairs and Professor (Dr Melander); Assistant Professor and past Academic Coordinator of the Primary Care Nurse Practitioner Program (Dr Wheeler); Pediatric Nurse Practitioner Academic Program Coordinator and Associate Professor (Dr Scott); Academic Program Coordinator for the Psychiatric Mental Health Program and Assistant Professor (Dr Inman); and Director of Accreditation and Strategic Outcomes and Director of Diversity and Inclusivity (Dr Parrish); and University of Kentucky College of Nursing, Lexington; and Director of the Community Engagement and Research Core at the University of Kentucky, Executive Director of the Appalachian Translational Research Network, Columbus, Ohayo, Codirector of the CON Rich Heart Program, and Associate Professor, University of Kentucky College of Nursing, Lexington (Dr Mudd-Martin).
Purpose:
The purpose of this article is to describe an immersion model implemented in a doctor of nursing practice program with the goal of engaging students and optimizing learning.
Description Of The Project:
The immersion model was designed to support learners in an online doctor of nursing practice program to promote self-direction and active involvement in diagnosing, planning, implementing, and evaluating their own learning. The Community of Inquiry framework, based on learning and teaching theory, was used in developing this immersion model.
Outcome:
Students expressed positive opinions about immersion. Students valued simulation and skills practice, peer interaction, engagement with faculty, and the leadership colloquium. Faculty reported value in having group advising meetings and in collaborating across specialty tracks for skills laboratory experiences.
Conclusion:
The immersion model has enhanced student engagement and helped optimize learning outcomes. Students and faculty found the use of the immersion model to be beneficial for practicing skills, use of simulated learning experiences, and student advising.
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