This document discusses nursing distance education. It begins by asking if distance learning can effectively teach nursing students the clinical and social skills needed for the profession. It then defines distance education as imparting instruction to students who are not physically present. The document notes that distance education increases access to nursing programs for students who cannot attend traditional courses due to geographic, family or work constraints. It also discusses standards and best practices for ensuring quality in distance nursing programs. In conclusion, it recognizes both advantages such as flexible scheduling and disadvantages such as potential difficulties gaining clinical skills through distance learning alone.

1. Nursing Distance Education
presented by
likhila abraham

3. Nursing Distance Education
Is distance learning appropriate for nursing
education?
Can it produce nurses competent in the
social, behavioral, and clinical skills needed
for humanistic, practice-oriented discipline
of nursing?

4. Definition
Distance learning or
education or e learning is a
mode of imparting education
and instructions often to an
individual basis to a student
who are not physically
present in the class

5. Nursing Distance Education
 Distance
Education (DE), also known as distributed
learning, uses a wide range of computing and
communications technologies to provide learning
opportunities beyond the time and place constraints of
traditional classroom. (The CSU Center for Distributed Learning, 2004).

DE, by its nature, draws in students who wouldn’t
otherwise be able to pursue course work because of lack of
access to a campus or because work, family, or economic
considerations preclude full time, on-site education. (AACN,
2000).

Online DE also meets the needs of students who prefer
more independence in their learning. (Leasure, Davis, & Thievon,
2000)

6. Access to Contemporary Forms of
Distance Learning
A
variety of methods are used for distance
learning:
1. Internet-enabled
2. Web-based
3. Computer-mediated
4. Online
5. Synchronous
6. Asynchronous

The difference among these terms have to do with
the amount the computer is required to complete
the course requirements.

7. Why Distance Education In Nursing?
 Nurses
have many different motivations for attaining or
furthering their education using DE modalities.
 Nurses
identified traveling long distances to campusbased courses as a major barrier to further education, in
addition to geographical barriers, work, and family
obligations. (White, Roberts, & Brannan, 2003 ).
 Today’s
nurses need increased education and training to
deliver complex patients care.,
 Distance
technology makes it cost effective to run smaller,
more specialized classes which enhance the quality of
learning.

8. Why Distance Education In Nursing?
 Fortunately,
the advent of technology has expanded the capacity
of educational institutions to reach far beyond their geographical
areas.
 Educators
point out that DE courses may fight ‘’ brain drain’’
from rural communities because adult students who learn within
their communities are more likely to practice there, and working
nurses taking distance education courses can continue to serve
their patients while continuing their education (AACN, 2000 )
 The
financial burden of an education in nursing is also prohibitive
to many students, particularly minorities. Although distance
education is likely no cheaper in terms of tuitions than on-campus
courses, it allow learners greater flexibility in terms of maintaining
jobs (income) while going to school, and reducing travel time.
(AACN, 1999).

9. Why Distance Education In Nursing?
Compensation
by employers and increased funding
by private and governmental agencies for education,
including distance education, encourages people to
enter nursing and to continue their nursing
education.
The
increase use of technology in education may
increase access and ultimately lower the cost of
education. (AACN, 1999).

10. Scope Of Distance Education In
Nursing
 Online
degree programs in nursing have multiplied rapidly
in recent years.
 In a 1998 survey conducted by AACN, 51% on nursing
schools reported they were engaged in some from of DE.
 BSN, MSN, and MSN in many advanced practice majors
are available online today
 Numerous online doctoral programs also exist, including
complete or partial (PhD) programs at respected
universities.

11. Students Needs in Distance Education
I
DE students frequently need clarification regarding how they
are to engage with the instructors, the material, and one another.
 Unlike
the traditional classrooms where a student often has a
choice of whether to participate in a discussion,
 For
this reason, online education needs to be learner-centered
and learner-focused. (Palloff & Pratt, 2003).

Even so, it does not mean that all students will be satisfied with
their distance education experience. Some students report
dissatisfaction with online courses because of the technology in
use, course content, and communication. (Hara & King, 2000).

12.  How
Can Quality In Distance Education Be Assured?
Seven principles of best practice and corresponding lessons
for online education:
1.
2.
3.
4.
5.
6.
7.
Good practice encourages students-faculty contact.
Good practice encourages cooperation among students.
Good practice encourages use of active learning techniques.
Good practice gives prompt feedback.
Good practice emphasizes time on task.
Good practice communicates high expectations.
Good practice respects diverse talents and ways of learning. (Graham,
Kursat, Byung-Ro, Craner, & Duffy, 2001)

13. Standards for Distance Education Nursing Programs
1.
2.
3.
4.
5.
6.
7.
Student outcomes are consistent with the stated mission,
goals, and objectives of the program.
The institution assumes the responsibility for establishing a
means to assess student outcomes.
Mechanisms for ongoing faculty development and
involvement in the area of distance learning and the use of
technology in the teaching-learning process are established.
Appropriate technical support for faculty and students is
provided.
Learning opportunities are provided that facilitate
development of student clinical competence and professional
socialization.
Available resources are provided for the students successful
attainment of all program objectives.
Each accreditation and program review entity incorporate
the review of distance education programs as a component
of site visitor/evaluator training.
(AACN,2002)

14. Five Components for Evaluation of Web-based Courses
1.Text
with syllabi: weekly agenda;
classes developed with PowerPoint,
reading assignments.
2.Live chat sessions (synchronous).
3.Post-discussion questions
(asynchronous).
4.Online testing and grade book.
5.Broadcast emailing.

15. Nursing courses in distance
education
Bsc nursing
Msc nursing
Phd in nursing
Speciality in nursing

16. Advantages of distance education in
nursing
Attending class from remote locations
Fulfilling personal responsibility
Experience of diversity
Learning at your finger tip
Learning at your own pace

17. Disadvantages
Technological support
Transmission delay
Seriousness of education may
lost
Active participation is needed
Clinical skills and
communication may or may
not attain

18. References
 Chitty
K. & Black B. (2007). Professional Nursing: Concepts &
challenges, 5th edition, Saunders, USA.
 Cherry, B. & Jacob, S. (2008). Contemporary nursing. (4th ed.).
St Louis: Mosby Elsevier.
 O'Neil, C. Fisher, C. & Newbold, S. (2009). Developing Online
Learning Environments in Nursing Education. (2nd ed.). Springer
Publishing Company, LLC. New York.
 Reiners, G. ( 2005 ). Nursing Distance Education. A Paper
Presented in Partial Fulfillment Of the Requirements of
Administration and Leadership of Distance Education Programs.
Capella University.

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