| Learning Objective #1: Compare the outcomes of an online versus campus-based nursing program for BSN and MSN | |||
| Learning Objective #2: Discuss the implications of the findings on curriculum design and faculty roles in distance/ Web-based educational programs |
Little is known about the outcomes of nursing education programs using online distance education modalities. The purpose of this study was to compare the outcomes of students graduating from two asynchronous distance education programs, the RN to BSN and the MSN, to those achieved in the traditional campus based model. This information is vital as nursing educators move programs onto various distance modalities. The University's centralized curriculum model has standard course materials, objectives, and outcome measures, as well as parallel faculty profiles, such that the program and faculty are standardized across all campuses and the online environment. This consistency allows for comparison between the two educational models.
The sample consists of nursing students graduating between January 1, 1998 and December 31, 2001. There were 1418 MSN graduates who completed the degree in the on-ground campus environment and 189 MSN graduates who completed the degree completely through the asynchronous online environment. There were 2377 RN to BSN campus graduates and 146 RN to BSN online graduates. There were no significant demographic differences between the two groups.
The affective measures of professional skills achievement, professional behavior, communication skills, and professional and educational values assessment were consistent across groups. Online students scored higher on writing skills, while students who attended campus based programs scored higher on verbal presentation skills, which reflects the strengths needed to succeed in each of those learning environments.
While there was no significant difference in overall grade point average at graduation, there was a significant difference (p< 0.001) in the assessment of critical thinking and therapeutic interventions to the positive for online BSN and MSN students. This data indicates that asynchronous online education is equal to and perhaps superior to campus-based programs of nursing in the outcome of critical thinking.
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