Effectiveness and Quality Improvement In Online Nursing Education

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Online Nursing Education and Effectiveness and Quality Improvement

Effectiveness and Quality Improvement In Online Nursing Education


Effectiveness of Online Courses and Programs In Nursing Education, Continuous Quality Improvement In Nursing Education.

Effectiveness of Online Courses and Programs In Nursing Education

    Studies of the effectiveness of online courses reveal that student achievement is similar in online courses and in the classroom (Bata Jones & Avery, 2004; Coose, 2010; Leasure, Davis, & Thievon , 2000; Leners et al., 2007; Little, 2009; Mancuso-Murphy, 2007; Mills, 2007). In different studies, Coose (2010) and Mills (2007) compared achievement of course goals and found student grades to be comparable in online and on-campus courses. 

    Buckley (2003) reported that there were no differences in learning outcomes between a classroom, a web-enhanced, and a web-based nutrition course for undergraduate nursing students. Pullen (2006) found that online learning, when used for continuing professional development, increased learning and knowledge outcomes and that participants also reported improvement in clinical practice. 

    A meta-analysis of studies by the US Department of Education revealed the level of significance of a number of online approaches (Means, Toyama, Murphy, Bakia , & Jones, 2010): There was no significant difference in the amount that students learned when purely online environments were compared with blended. 

  Multimedia did not enhance online learning. Student control shows slight improvements in online learning. Online quizzing did not lead to better results. Simulation had a mildly positive effect. Reflection showed the most significantly positive gains. The delivery platform played no significant role in the amount of learning. 

     In other studies, students report satisfaction with online learning (Billings et al., 2001) and favor the online format (Wills & Stommel, 2002). De-Bourgh (2003) found that student satisfaction with computer-mediated distance education is most associated with the perceived quality of the instruction and the effectiveness of the instructor. 

    Ali, Hodson-Carlton, and Ryan (2004) found that graduate nursing students were satisfied with the flexibility and convenience of online learning and that timely feedback from faculty was an important indicator of student satisfaction. 

    Doctoral students in a study conducted by Leners et al. (2007) reported satisfaction with the access to the doctoral program and the ability to enroll in a doctoral program while continuing their employment. 

    Other researchers examined the effectiveness of the educational practices within web courses. For example, Billings et al. (2001) found that the use of active learning strategies and ample opportunity for interaction within the course were correlated with outcomes such as student satisfaction, socialization, and preparation for real world work. 

    Leners et al. (2007) also found that students believed they were being prepared for professional practice and, because of mentoring in the online course, were becoming socialized. Vendeuse and Hanson (2000) found that faculty could facilitate active learning by carefully structuring the discussion forums that were used to promote outcomes of critical thinking. 

    Billings et al. (2005) found that the educational practices in online courses influenced outcomes, but there were differences between undergraduate and graduate students' perceptions of the educational practices within the course. 

    Learning analytics study the data trends of student usage to determine patterns (New Media Consortium, 2013). One goal is early identification of at risk students so that interventions can be taken to increase retention. 

    For example, analytics may reveal that students who spend little time in the course are more likely to drop out. An alert can be sent to the faculty or student advisors prompting them to contact the student to seek ways to increase involvement. 

    Learning analytics may lead to customized displays of information and resources tailored to a particular student. Mobile applications can use analytics to coach productive and successful student behavior.

Continuous Quality Improvement In Nursing Education

    As with all course development and teaching, faculty must obtain feedback from students and colleagues about their work and use it to continuously improve course quality (Chao, Saj, & Tessier, 2006). Obtaining course evaluations from students is one important way to determine how the course is working for them and to obtain suggestions for improvement (see Chapter 26 for information about course evaluation). 

    Peer review of web courses is another way to receive feedback about the course design and the effect on student learning (Cobb, Billings, Mays, & Canty-Mitchell, 2001). Peer review may include informal review of the course and teaching by colleagues and integrating suggestions for improvement. 

    Zsohar and Smith (2008) suggest that peer reviewers have experience and expertise teaching online as well as the necessary content expertise and use preestablished criteria for evaluating the course and instruction. 

    Another review method is to invite colleagues outside nursing but with online teaching experience to review the course. More formal review occurs when peers review courses for promotion, tenure, or teaching awards. 

    Nurse educators should continue to monitor the effectiveness of the use of technology, the educational practices within the OLC, and the outcomes of the courses and educational programs in which online teaching and learning occur. 

   Using the opportunities of new learning environments will continue to challenge assumptions about teaching and learning and in the long run will result in improvement of pedagogical practices.

    Online learning and the use of online courses have become an accepted educational practice in nursing education. Although evidence continues to indicate that online courses are as effective as on campus courses, the focus of inquiry has shifted to gathering evidence for the best practices for designing full web and blended courses; for using the appropriate mix of classroom and online learning experiences; for using the emerging technologies for maximum effectiveness; and practices for designing, implementing, and evaluating online courses and programs to promote learning for the students who are enrolled in these courses. 

    Nurse educators are leaders on university college campuses in implementing online education and will continue to be at the forefront of identifying the best practices for designing, implementing, and evaluating online courses and programs.

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