In this chapter, the author answer the question, How should the experts approach the design of distance nursing education? In this context, firstly, the chapter focuses on the importance of continuity of education and distance education for nurses. Secondly, it discusses the design of distance nursing education programs and the issues to be taken into account by experts. Thirdly, it explains the issues that need to be addressed in distance nursing education such as transition from teacher-centered approach to learner-centered approach, learning styles of learners, technology, interaction, presentation of content, and support services. Lastly, the chapter offers solutions and suggestions.
TopBackground
The goal of distance nursing education is to provide learners an enriched learning experience equivalent to the formal nursing education (White, 2006). The nursing practice necessitates to combine what nurse learners learn in different fields. In one field, the learners get education/information on nursing, consisting of knowledge from nursing science, natural sciences, humanities, and social sciences. In the other field, the learners learn to reason the changes in a patient’s condition in time and conduct the know-how they need to be skilled of. In another field, they learn the values, behaviors, standards, social roles, fundamental purposes, and responsibilities towards nursing (Lombardiet al., 2013). The above mentioned knowledge and skills in fields must be imparted to learners in formal or/and distance nursing education.
Most educators think that learning-by-doing is the most effective way to learn. Due to the emergence of new technological tools, educators can offer learners an enriched learning experience based on experimentation and action. The Internet and a variety of communication, visualization, and simulation technologies can gain to the nurse-learners knowledge towards nursing (Lombardi, 2007). Kenny (2002) stated that the distance nursing courses were given greater independency and responsibility defining and fullfillling of learning objectives and requirements to nurses.
Benner, Sutphen, Leonard, and Day (2010) stated that nurse educators must commit to significant changes in teaching strategies and pedagogies to convert nursing education. The significant changes will require crucial dependence on the part of nursing community consist of nurses, nursing administrators, faculty, preceptors, and students. Also, these changes will require shifting approaches, attitudes, assumptions, and goals for nursing education (Lombardi et al., 2013).
TopThe Design Of Distance Nursing Education Programs And Importance Issues For Experts
Benner et al. (2010) stated that the experts should make some fundamental shifts in teaching and learning practices: