Learning Objective #1: Discuss how the traditional definitions of nursing practice are changing as a result of the online nursing education phenomenon

Learning Objective #2: Predict the implications that this change will have upon nursing education and clinical practice in the future

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Nursing education programs are fast implementing online learning in an attempt to capture and retain students looking for accessible learning options that fit into their work, family and social worlds, and, which meet the critical need for healthcare personnel by preparing skilled professionals in a timely manner. Professional nursing education includes both theoretical learning and practice development. Traditionally nursing practice has been taught through hands on patient care and laboratory simulations in which knowledge transfer occurs as learners apply concepts to increasingly complex situations in various healthcare environments.

While there is an abundance of literature identifying effective online learning and teaching strategies for effective theoretical learning there is little evidence which identifies how “practice” can be developed within virtual environments. The purpose of this study was to uncover the characteristics of practice within an online community and to identify how nursing practice is transferred from a virtual environment into the “real world” of practice of traditional practice settings. Using the theoretical framework of “communities of practice”, a qualitative case study was used to investigate this phenomenon. Face to face interviews of advanced practice nurses were conducted. In addition, listserv documents were downloaded and analyzed for content. Using constant comparative analysis three categories of findings emerged form the data. Participation in an online community of practice helped to strengthen practice, promote advocacy within the profession and for clients, and participation in an online community of practice fostered leadership for practice. Participants “practiced” their learning in their individual settings and through the sharing of their experiences and learning they contributed to the growth of the community's practice. The findings of this study suggest that online communities of practice could become valuable resources for professional education and practice development.