Faculty Perceptions of Teaching Nursing Content Online in Prelicensure Baccalaureate Nursing Programs

Background: The purpose of this study was to explore the perceptions of nursing faculty regarding the nature, challenges, and strengths of teaching course content online in prelicensure collaborative baccalaureate nursing programs and the implications for online course delivery. Method: This was an...

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Bibliographic Details
Published in:The Journal of nursing education 2020-12, Vol.59 (12), p.683-691
Main Authors: Puksa, Micki M, Janzen, Katharine
Format: Article
Language:English
Subjects:
Collaboration
Core curriculum
Course Content
Credibility
Curricula
Data Analysis
Data collection
Distance learning
Education
Educational Environment
Educational Practices
Ethics
Faculty
Higher education
Interviews
Medical colleges
Medical teaching personnel
Methods
Nursing care
Nursing education
Online Courses
Online education
Online instruction
Psychological aspects
Questionnaires
Skill Development
Skills
Strategic planning
Surveys
Teaching
Teaching Methods
Undergraduate Study
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Summary:Background: The purpose of this study was to explore the perceptions of nursing faculty regarding the nature, challenges, and strengths of teaching course content online in prelicensure collaborative baccalaureate nursing programs and the implications for online course delivery. Method: This was an exploratory–descriptive, mixed-methods design based on document analysis, an online survey completed by 32 faculty, and interviews with 16 faculty in a representative sample of 13 English speaking colleges in Ontario. Results: Participants perceived content containing complex cognitive concepts, experiential learning as in relational practice, and psychomotor skill mastery as better suited for traditional classroom delivery. Faculty identified challenges with developing higher level online discussions and having students collaborate. Conclusion: Online teaching took much more time and should be acknowledged in workload assignments. A hybrid teaching environment was preferred. Online education was useful when the content and the semesters/years were appropriate, and necessary supports were in place. [J Nurs Educ. 2020;59(12):683–691.]
ISSN:0148-4834
1938-2421
DOI:10.3928/01484834-20201118-05