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Preparation for an online asynchronous university doctoral course. Lessons learned

J A Milstead1, R Nelson

  • 1Duquesne University, USA.

Computers in Nursing
|October 15, 1998
PubMed
Summary
This summary is machine-generated.

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The first online doctoral nursing program successfully developed its initial Health Policy course using synchronous and asynchronous distance education. Findings support continuing the online PhD program while evaluating student and faculty satisfaction.

Area of Science:

  • Nursing Education
  • Online Learning
  • Doctoral Programs

Background:

  • The landscape of higher education is increasingly incorporating online delivery methods.
  • Doctoral nursing programs traditionally rely on in-person instruction, necessitating adaptation for online environments.

Purpose of the Study:

  • To detail the development process of the inaugural course in the first fully online doctoral nursing program.
  • To assess the effectiveness of synchronous and asynchronous distance education methods in a doctoral nursing context.

Main Methods:

  • Planning encompassed university-level (infrastructure, services), school-level (commitment), and course-level (design, interaction) considerations.
  • Implementation focused on technical connectivity, software proficiency, instructional adaptation, and virtual communication management.

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  • Evaluation integrated traditional methods with new qualitative and quantitative tools for administrative decision-making.

    • Main Results:

    • The internet proved effective for content delivery in the initial Health Policy course.
    • Faculty and administration confirmed the viability of the online format for doctoral nursing education.
    • Key implementation challenges included student connectivity and adapting instructional strategies.

    Conclusions:

    • The online doctoral nursing program's initial course development was successful.
    • Recommendations include continuing the online PhD program for a subsequent cohort.
    • Ongoing evaluation of student progress and satisfaction is crucial for program refinement.