The choice to return for doctoral education propels a seasoned nurse back to novice as they seek to reach the highest level in nursing education. Along with a sense of accomplishment--- there emerge feelings of anxiety, fear of the unknown, and concerns about success as a novice student again (Oregon, McCoy, & Carmon-Johnson, 2018). Tinto (1975) explored the factors leading to student attrition and identified an absence of connection within the academic can place a student at increased risk for withdrawal, either voluntarily or from academic dismissal. Attrition remains high (up to 20%) in doctoral education related to competing life factors of work, home life, and personal stressors (Robinson & Volkert, 2018, Tinto, 1975). In turn, this can result in attrition of valuable nurse leaders from future faculty and advanced practice roles.
Subsequently, the rapid development of the fully online and asynchronous learning environment provides rich opportunity to build social presence. In a brick and mortar institution it is easier to distinguish factors contributing to success and attrition as students develop academic relationships with instructors and advisors while forming social relationships with peers. There is opportunity in the online environment to move focus to building a stronger social presence for the students (Plante & Asselin, 2014). However, in an online program, the lines between social presence and academic integration can become blurred as student, peer, and faculty relationships are developed asynchronously. The lack of inflection and tone of voice is lost in the asynchronous environment contributing to the sense of isolation and uncertainty (Mycota, 2018). There is agreement that emerging technologies (Oregon et al, 2018) and purposeful activities (Armstrong, McCury & Dhuly, 2017) can positively impact building the student’s sense of community by utilizing unique blended strategies (Mykota, 2018). Social presence allows the student to view the professor and peers as ‘real’ in the class room. The new graduate student can be provided unique attention and a sense of social presence within the asynchronous learning system to promote the missing sense of community.
Methods: Innovation and technology are hallmarks of progression in the online learning environment providing proven techniques (Clark, Strudler, & Grove, 2015). The subsequent development of the Let’s Check In- Tips for Success became the innovative vehicle to involve students in the collaborative learning community
Results: The strategy provided students needed access to faculty and peer emotions, visual cues, and synchronous feedback which in turn promoted connection from professor to student also.
Conclusion: The Let’s Check In is a successful strategy for promoting social presence in the community of learning for the doctoral student.