Implementing Master Instruction Principles in an Online RN/BSN Program: What Did We Learn?

Purpose: Little nursing literature exists regarding developing educator competencies to support and guide continued growth and development in the nurse educator role. Furthermore, little is known about proven methods to develop educator competencies to optimize student learning outcomes (Felver et al., 2010).  Meanwhile, online nursing education continues to grow, especially RNBSN degree completion programs (American Association of Colleges of Nursing [AACN], 2014). With continued growth, nurse educators are charged with how best to support effective teaching methods in an online setting.  Understanding and exploring the effectiveness of Chamberlain College of Nursing’s new pedagogical model, Master Instruction, helps fill this gap in knowledge related to developing educator competencies to support and guide continued growth and development in the nurse educator role, especially as they relate to the online nursing learning environment. In addition, this pilot study investigates the pedagogy of Master Instruction as a basis for developing online nurse educator competencies to optimize student learning outcomes.

Methods: A qualitative design was used to explore the effectiveness of the Master Instruction Workshop provided to NR351 faculty at Chamberlain College of Nursing in the online RNBSN program option. The study procedures consisted of hosting three virtual faculty focus groups with a total of 11 NR351 faculty members. Participant selection, using purposive sampling, included faculty who: (a) attended the Master Instruction workshop in February 2014; (b) taught NR351 in March 2014 session; and (c) completed the Master Instruction worksheet. Full-time RNBSN faculty and full-time campus faculty teaching NR 351were excluded from this study. Through the responses in the focus group sessions, themes were noted.

The themes generated from the faculty focus group sessions were then used to derive questions for the two student focus group sessions. The selection criterion for student focus groups included students from the sections taught by faculty who attended the faculty focus group sessions. A mass email invitation was sent to the students in the above category inviting them to participate in the study. Six students participated. Faculty and student focus groups addressed the participants’ perceptions of the experience and effectiveness of Master Instruction principles in an online nursing learning environment.

All data for this study came from the individual focus group recordings.  Data were transcribed verbatim and examined for codes and themes using a systematic review process. During the review process, key words and themes associated with the focus group questions were found. Data saturation was reached.

Results: Themes derived from the faculty focus groups included: Reaffirmation as an instructor; Commitments from students; Opportunities for instructor improvement; Enhanced threaded discussions; Challenging students more; Relevance to their work setting; Creating diverse learning environments; and Change in self. Themes derived from the student focus groups included: Engagement; Availability; Encouragement; and Diverse Learning.

Overall, NR351 students and faculty perceived that principles of Master Instruction empowered and supported them to reach their academic and professional goals.

Conclusion: Implications for nursing education include: (1) developing interactive instructional activities; (2) implementing Master Instruction principles in all online courses taught; (3) using Master Instruction to engage, support, and empower faculty and students to succeed and advance the nursing profession; (4) sustaining a robust support structure for faculty that includes ongoing interactive faculty forums to discuss Master Instruction; and (5) faculty reflection on implementation of Master Instruction principles in online course delivery.