A Critical Analysis of Online Nursing Education: Balancing Optimistic and Cautionary Perspectives Analyse critique de la formation infirmière en ligne : à la recherche d'un équilibre entre optimisme et prudence

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Abstract:

The landscape of nursing education has been transformed by increasing student demand for online programs coupled with strong institutional directives to deliver nursing courses through distributed learning. The authors present a qualitative research design informed by philosophical hermeneutics in which 30 undergraduate and graduate nursing students discuss their experiences of the influence of peer dynamics on online learning. The findings include issues related to time, demands of online participation, experiences of conflict, and the development of skills in the online environment. Theoretical matters of curriculum such as instrumentality and tensionality are examined, generating both optimistic and cautionary possibilities for online learning. Online nursing students could benefit from a period of face-to-face orientation with a focus on building intellectual and social communities, limited class size, and opportunities to connect learners.

French
Le paysage de la formation infirmière s'est transformé sous l'impulsion d'une demande croissante de la part des étudiants à l'égard de cours en ligne, auquel s'ajoutent les directives vigoureuses des établissements concernant la prestation de cours par l'apprentissage distribué. Les auteures présentent un projet de recherche qualitative ancrée dans la philosophie herméneutique, dans le cadre duquel 30 étudiantes de premier cycle et des cycles supérieurs ont discuté de la dynamique des relations entre pairs et de son influence sur l'apprentissage en ligne. Parmi les conclusions, citons : les questions relatives au temps; les exigences de la participation en ligne; les expériences conflictuelles; l'acquisition de compétences dans un environnement virtuel. Les auteures examinent des questions théoriques relatives aux études telles que l'instrumentalité et la tensionalité, faisant ressortir des perspectives optimistes quant à l'apprentissage en ligne, mais aussi des éléments qui incitent à la prudence. Les étudiants qui suivent des cours en ligne pourraient bénéficier d'une orientation en face à face; on doit aussi privilégier le développement de communautés intellectuelles et sociales, un effectif de classe réduit et des occasions pour les apprenants d'entrer en relation les uns avec les autres.

Keywords: DISTANCE EDUCATION; INFORMATICS; NURSING EDUCATION; TECHNOLOGY

Document Type: Short Communication

Publication date: March 1, 2013

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  • CJNR is a peer-reviewed, quarterly journal published by the McGill University School of Nursing since 1969. With world-wide circulation, CJNR's primary mandate is to publish original nursing research that develops basic knowledge for the discipline and examines the application of the knowledge in practice. Research related to education and history is also welcomed, as are methodological, theoretical, and review papers that advance nursing science. Letters or commentaries about published articles are encouraged. Learn more.
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