| Learning Objective #1: Gain information about online teaching in the nursing profession | |||
| Learning Objective #2: Disseminate recommendations to improve the experience of nursing faculty who teach online |
The experience of nursing faculty who teach using online methods of instruction was investigated using a phenomenological approach. Teaching nursing courses online requires organization and flexibility to prepares the nurses of the future for the ever-changing role of professional nursing practice. As expectations of nurses are increasing, expectations on faculty also are increasing. In order to produce nurses of the future, the faculty cannot be teaching nursing of the past. By recognizing the positive and negative aspects of teaching online, faculty members acknowledge a personal responsibility to produce quality courses. Participants were nursing faculty members who teach in baccalaureate schools of nursing. The main method of data collection was telephone interviews. Letters of invitation were sent to CCNE and NLN-accredited schools inviting faculty members to participate. Due to the nature of the research question proposed and the importance of assessing for the ever-changing context, the phenomenological study asked participants to answer open-ended questions and several demographic or forced response questions. This study used qualitative data analysis. The preliminary analysis resulted in the identification of several themes. The most prominent of the themes was the increased time involved in teaching online. The final data analysis revealed several findings that warrant further investigation into faculty. This evidence supports the addition of knowledge about faculty experiences teaching online and it can be concluded that the study produced a result that will make a difference. The challenge to nursing education research is to continue to identify and support faculty development, as faculty members themselves identify more about the experience of teaching online. New technology is continually being developed and consequently, the experience of faculty members will change. It is crucial to keep up with these changing times in order to achieve the ultimate goal of preparing students for challenging role of the professional nurse.
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