Preparing Nurse Educators to Use Simulation Technology: A Consortium Model for Practice and Education

Background: As nurses seek to advance their education through online courses, considering best practices in feedback is especially important. Rich and rapid feedback has long been considered a best teaching practice, but how to provide this feedback in an online course environment is not always clea...

Full description

Saved in:
Bibliographic Details
Published in:The Journal of continuing education in nursing 2011-11, Vol.42 (11), p.496-502
Main Authors: Halstead, Judith A, Phillips, Janet M, Koller, Angela, Hardin, Karen, Porter, Marjorie Lentz, Dwyer, Jennifer S
Format: Article
Language:English
Subjects:
Benchmarking
Colleges & universities
Community
Computer-Assisted Instruction - methods
Computer-Assisted Instruction - standards
Content analysis
Core curriculum
Curricula
Education
Education, Nursing, Continuing - methods
Education, Nursing, Continuing - standards
Educational Objectives
Faculty Development
Faculty, Nursing
Feedback, Psychological
Health facilities
Humans
Models, Educational
Nurses
Nursing
Outcomes of Education
Schools
Simulation
Skill Development
Skills
Teaching hospitals
Technological change
Thinking Skills
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Background: As nurses seek to advance their education through online courses, considering best practices in feedback is especially important. Rich and rapid feedback has long been considered a best teaching practice, but how to provide this feedback in an online course environment is not always clear. This study was conducted to identify how experienced faculty provide feedback to online students. Methods: This descriptive exploratory study surveyed faculty about their approach to feedback with broad exploratory questions and a validation survey. The sample included faculty in four different states who benchmark online educational best practices. Results: Content analysis was used to evaluate data, with 15 themes emerging. These themes were organized into three categories: using best available tools; having a system; and creating a feedback-rich environment. Conclusion: The findings support and extend the guidelines for best practices in online education, including a focus on multisource feedback opportunities during course design.
ISSN:0022-0124
1938-2472
DOI:10.3928/00220124-20110502-01