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Using A Qualitative Approach To Explore Nursing Faculty Perceptions Of Teaching Online
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Book Synopsis Using a Qualitative Approach to Explore Nursing Faculty Perceptions of Teaching Online by : Yvonne M. Smith
Download or read book Using a Qualitative Approach to Explore Nursing Faculty Perceptions of Teaching Online written by Yvonne M. Smith and published by . This book was released on 2014 with total page 253 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research study was to understand perceptions of faculty members regarding their experiences of teaching nursing courses in undergraduate baccalaureate and graduate programs, using asynchronous, web-based courses. The goal of this researcher was to explore faculty perceptions of online teaching and work to clarify workload and policy issues, barriers to quality online teaching and learning, and faculty needs for professional development and support. A qualitative descriptive design method was used to explore nursing faculty perceptions of teaching online. Data were obtained through an initial demographic survey and through interviews with a subset of 10 faculty participants. The findings from this study reveal that nursing faculty members perceive (a) that relationships are key to learning and that these relationships can be complex and difficult to establish in the online learning environment, (b) that support comes in a variety of forms and is needed to make learning work well in the online environment, (c) that constraints and concerns interfere with their ability to engage students and provide the best online learning opportunities for their students, and (d) that there are opportunities to improve online teaching and learning. The findings from this study deepen our understanding of online teaching and learning in the discipline of nursing. Implications for nursing education include preparing nurse educators for the work of teaching in online environments, creating environments that foster teaching and learning, and enriching both faculty member and student experiences in online teaching and learning.
Book Synopsis Faculty's Perceptions of Online Education by : Maha Telmesani
Download or read book Faculty's Perceptions of Online Education written by Maha Telmesani and published by . This book was released on 2010 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: This thesis is designed to provide a qualitative description of university instructors' experiences, attitudes and perceptions of online learning in an effort to better design online courses that meet the needs of both teaching instructors and learning students. The purpose of this study is to investigate the perceptions of instructors regarding the advantages and challenges they face in online delivery of coursework compared to their experiences in the face-to-face delivery. The participants in the study are eight instructors, not necessarily at professorial rank, who work for a public Canadian university and teach students using in both face-to-face and online courses. An inductive, qualitative methodology was used in this study. In depth interviews with the eight participating instructors were conducted, transcribed, and analyzed for themes in which the instructors related to online teaching and learning. Suggestions for improving distance education courses based on the participating instructors' perceptions of their own teaching experiences are offered.
Book Synopsis Nursing faculty perceptions related to collaborative testing by : Lisa L. Lycette
Download or read book Nursing faculty perceptions related to collaborative testing written by Lisa L. Lycette and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This qualitative study examines nursing faculty perceptions related to the use of collaborative testing in nursing education. Collaborative testing, also called group testing or team testing provides opportunities for cooperative learning as students work in groups discussing test questions and choosing answers. Research identifies increased student learning, enhanced communication skills, and improved critical thinking with collaborative testing. However nursing education has been resistant to the use of collaborative testing. Nursing faculty participants describe perceptions of collaborative testing by means of an anonymous electronic questionnaire with open-ended questions. Nursing faculty perceptions of collaborative testing include: communication, student progression, NCLEX-RN® performance, and limited use. Faculty perceive advantages of collaborative testing use include: low-performer advantage and learning. Faculty identify two disadvantages with collaborative testing: grade inflation and nonparticipation. Nursing faculty views of collaborative testing could promote understanding of low collaborative testing use in nursing education. The nursing faculty perceptions of collaborative testing revealed in this study present an initial look into nursing faculty views of collaborative testing. The identified nursing faculty perceptions provide a stepping-stone for future research into collaborative testing use in nursing education"--Abstract from thesis.
Book Synopsis Nursing Faculty Experiences and Perceptions of the Implementation Process to a Learner-centered Teaching Philosophy by : Sharon L. Colley
Download or read book Nursing Faculty Experiences and Perceptions of the Implementation Process to a Learner-centered Teaching Philosophy written by Sharon L. Colley and published by . This book was released on 2009 with total page 450 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explores nursing faculty's experiences with and perceptions of, their school of nursing's change to a learner-centered teaching philosophy. The primary research goals are to determine faculty perceptions of what learner-centered approaches they are utilizing in their classes, what change conditions they perceive as significant to the implementation process, and how they perceive the overall faculty progress and unity toward the goal of adopting a learning-centered teaching philosophy. Using the theoretical frameworks of Carl Rogers and Donald Ely, a case study approach is used to examine the faculties' use of five key concepts associated with the learner-centered philosophy, as well as the perceived importance of the eight conditions of change during the implementation phase of the change. The participants included nine nursing faculty members from a mid-sized, mid-western public university. Interviews are conducted with each participant, and two narrative questionnaires are completed by participants over a period of three months. A review of university and department artifacts is also conducted. Thematic analysis is used to code and categorize the data. Data analysis revealed five categories with a total of 20 themes. The five categories include: (a) understanding of the philosophy, (b) teaching approaches, (c) mixed responses from students, (d) factors affecting implementation, and (e) perceptions of the current state. This study supports the extant literature in many respects. Certain conditions for change are found to be important to the implementation process. However, other conditions are not deemed significant by participants, such as university leadership support, dissatisfaction with the status quo, and participation in the decision to make the change. The learner-centered philosophy is broad and requires an understanding of how it can be utilized in a multitude of different venues and with a variety of student populations. This study suggests faculty have a continued need for faculty development allowing them to grow in their knowledge and philosophy. In addition, faculty need time built into their schedules that will allow increased faculty interaction to share implementation approaches. This study adds to the available literature by providing an in-depth understanding of how one nursing faculty group experienced the implementation phase of a change to a learner-centered philosophy.
Book Synopsis A Phenomenological Study of Nursing Faculty's Experiences in Transitioning from a Classroom to an Online Teaching Role by : Denise A. Passmore
Download or read book A Phenomenological Study of Nursing Faculty's Experiences in Transitioning from a Classroom to an Online Teaching Role written by Denise A. Passmore and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: As universities increasingly offer online nursing education, the transition that faculty members must make to their new instructional role is often overlooked. This phenomenological qualitative research involved the use of semi-structured interviews with 16 nursing faculty from four Florida public universities, who were asked to describe their experiences transitioning from classroom to online teaching. Interview questions focused on their prior assumptions about online education, their preparation for online teaching, their current teaching methods, and the identification of information they would recommend as vital for successful online teaching. Participants were voluntary and selected by both criterion and network sampling. Interviews were conducted in-person, audio-taped, transcribed, and analyzed for recurring themes. Data were validated using member checks, peer reviews, and Atlas. TI software. Participants reported that teaching online was more difficult than expected. Most frequently mentioned issues were time and effort required to design and teach due to factors such as students' needs, class sizes, and designing learning activities. Faculty preparation varied among institutions, but regardless of training most reported the significance of mentors or colleagues as critical for success. While some faculty reported feeling disconnected from students, many reported having better relationships with online students than with their face-to-face counterparts. Over half the faculty discussed the importance of their role as becoming facilitators of learning. Results support the need for institutions to provide both an adequate technology infrastructure and sufficient faculty support. From this study faculty recommended that mentoring and collegiality are vital components of the faculty development process. Administrators need to address issues of time and effort, and faculty need to learn different ways to work that include team approaches and flexible scheduling. Suggestions for future research include identifying the degree to which these findings transfer to other disciplines. Identifying strategies for developing, sustaining, and implementing online mentoring programs for faculty, and information on sustaining better communication in the online environment. Finally, looking at cost-efficient models for delivering quality services is a factor often overlooked by administrators.
Book Synopsis Faculty Perceptions of Human Patient Simulation and Student Learning for Clinical Practice by : Sherry Silvia
Download or read book Faculty Perceptions of Human Patient Simulation and Student Learning for Clinical Practice written by Sherry Silvia and published by . This book was released on 2013 with total page 12 pages. Available in PDF, EPUB and Kindle. Book excerpt: Human patient simulation has become an integral facet in preparing student nurses for practice across the United States. However, it was not known how well human patient simulation augments the critical thinking and skill acquisition that is required for safe, component nursing practice as perceived by the nursing instructors who are required to utilize this form of technology in the classroom. The purpose of this qualitative case study was to explore how the human simulation interactive environment influenced the execution of safe, competent nursing practice as a means of enhancing critical thinking and skill acquisition for undergraduate nursing students as perceived by undergraduate nursing educators in the state of Arizona. The study population was 14 baccalaureate nursing faculty who had experience with the use of simulation in the classroom. Data collection consisted of interviews and optional qualitative questionnaires from these nursing faculty plus field notes for primary data collection. Secondary data of existing information on the use of simulation in baccalaureate nursing programs in the state of Arizona was also used. Student involvement theory was used for the theoretical framework that guided this study. Four themes emerged pertaining to safe environment, enhancement of student learning for safe clinical practice, assisting with critical thinking skills, and helps with skill acquisition through repetition. The results provide practitioners and faculty with a better understanding of how student nurse learning is influenced by human patient simulation and its use in safe, clinical practice. Further research on this
Book Synopsis Online Teaching Self-efficacy of Nurse Faculty Teaching in Public, Accredited Nursing Programs in the State of Michigan by : Kristi Adair Robinia
Download or read book Online Teaching Self-efficacy of Nurse Faculty Teaching in Public, Accredited Nursing Programs in the State of Michigan written by Kristi Adair Robinia and published by . This book was released on 2008 with total page 366 pages. Available in PDF, EPUB and Kindle. Book excerpt: Nurse educators are being challenged to adapt to rapidly changing educational and health care environments. Higher education is under pressure to facilitate more web-based learning courses to reach wider markets of students. Nurse faculties are also being pressured to incorporate more technology into theory courses as a possible solution to a looming nation-wide nurse and nurse faculty shortage. Some faculty have enthusiastically embraced the new technology behind online teaching, while others remain concerned about online teaching effectiveness and course quality. The purpose of this study was to examine variables that affect nurse faculty self-efficacy levels and participation in online teaching. Specifically, this study sought to understand the variables that might correlate with high or low self-efficacy perceptions of online teaching. This study surveyed all nurse educators teaching lecture courses during winter/spring 2008 semester at public, accredited higher education institutions in Michigan. Out of an estimated population size of 327, the subsequent overall response rate was 43% or 140 participants. A primary finding from this study was that nurse educators have some to quite a bit of online teaching efficacy. Levels of online teaching efficacy were not related to gender, age, appointment type or general teaching experience. High online teaching efficacy was related to the mastery experience of having taught an entire online course and participation in preparatory experiences for online teaching such as courses and seminars in online teaching. The highest levels of online teaching efficacy resulted after teaching at least three online courses. Finally, respondents with and without online teaching experience agreed that release time was necessary to develop online courses. In summary, this study has implications for administrators in higher education encouraging nurse faculty to participate in online teaching. Important motivating variables appear to include the use of satisfactory preparatory experiences and release time through the third online teaching experience. These experiences are related to higher online teaching efficacy which correlates to participation in online teaching.
Book Synopsis Teaching and Learning in Nursing by : Gregor Stiglic
Download or read book Teaching and Learning in Nursing written by Gregor Stiglic and published by BoD – Books on Demand. This book was released on 2017-05-17 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: A significant body of knowledge is the basis for a holistic, caring and scientific evidence-based nursing education in practice for professional development. Quality teaching leads to good learning and both aspects are two of the main issues of quality assurance in nursing education today. To begin with, not all nursing students have the same levels of motivation or learning abilities. It is with cognisance of providing quality care for patients that the role of the nurse educator has to be to enhance nursing students' learning using scientific evidence based teaching. Research around teaching and learning processes is an important part of the delivery of quality education, which in turn impacts on students' learning results and experiences, thereby, ensuring holistic biopsychosocial care to patients. The main aim of teaching and learning in nursing, at all levels, is to enhance the nurses' contribution to assist the individuals, families and communities in promoting and preserving health, well-being and to efficiently respond to illnesses. We hope that this book can be used as a resource to increase the body of knowledge in teaching and learning in nursing, thereby enhancing the role and contribution of health care professionals to clinical practice.
Book Synopsis A Qualitative Study Exploring Faculty Perception and Adaptation of Social Presence in the Online Classroom by : Kathleen J. Marino
Download or read book A Qualitative Study Exploring Faculty Perception and Adaptation of Social Presence in the Online Classroom written by Kathleen J. Marino and published by . This book was released on 2012 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Handbook of Research on Faculty Development for Digital Teaching and Learning by : Elçi, Alev
Download or read book Handbook of Research on Faculty Development for Digital Teaching and Learning written by Elçi, Alev and published by IGI Global. This book was released on 2019-05-31 with total page 624 pages. Available in PDF, EPUB and Kindle. Book excerpt: Faculty development is currently practiced in a variety of approaches by individuals, committees, and centers of excellence. More research is needed to draw better benefit from these approaches in the impending digital world by taking advantage of digitally enabled teaching and learning. The Handbook of Research on Faculty Development for Digital Teaching and Learning offers holistic and multidisciplinary approaches to enhancing faculty effectiveness in teaching, boosting motivation, extending knowledge, expanding teaching behaviors, and disseminating skills in digital higher education settings. Featuring a broad range of topics such as faculty learning communities (FLCs), virtual learning environments, and professional development, this book is ideal for educators, educational technologists, curriculum developers, higher education staff, school administrators, principals, academicians, practitioners, and graduate students.
Book Synopsis Understanding Faculty and Non-traditional Student Perceptions of Self-directed Learning in a Practical Nursing Program by : Carmen Marie Rogers
Download or read book Understanding Faculty and Non-traditional Student Perceptions of Self-directed Learning in a Practical Nursing Program written by Carmen Marie Rogers and published by . This book was released on 2013 with total page 278 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was designed to identify and investigate nursing faculty and student perspectives of self-directed learning in a practical nursing program. It also explored the degree to which student's perceptions of self-directed learning exhibited factors consistent with that of critical thinking. This study is important because self-directed learning and its critical thinking elements are essential in providing safe, competent, effective, and efficient nursing care within practice and education. Using an explanatory case study design the practice of self-directed learning within a practical nursing program was examined through the use of: classroom observations, interviews with nursing faculty, nursing students, and document analysis. Data analysis within this study provided insight into the perceptions that exist between instructors and students and it demonstrated the differences between adult students that understand the role self-direction plays within nursing education and those that do not. It can be argued that changes in the classroom interactions between instructors and students within early courses should focus more directly on enhancing learning experiences by providing deeper instruction on core elements of learning how to learn within a classroom setting. In finding that nursing students need better designed and managed opportunities to learn how to think about and care for patients, the study concludes with recommendations for future research in the field of self-directed learning within adult education.
Book Synopsis A Collective Case Study by : Rosemary Macy
Download or read book A Collective Case Study written by Rosemary Macy and published by . This book was released on 2006 with total page 346 pages. Available in PDF, EPUB and Kindle. Book excerpt: The transition of university faculty from teaching face-to-face to teaching online nursing courses was the focus for this study. The study was based on the qualitative tradition of collective case studies. Selected nursing faculty from three different nursing programs at different colleges in the southern region in a northwestern state were asked to participate in an in-depth interview process to determine their experiences with transitioning from teaching face-to-face nursing courses to teaching online courses. The significance of this study is timely in that a large portion of nursing schools are transitioning from teaching nursing courses face-to-face to teaching online. The data analysis and interpretation of the data was determined from the in-depth interviews conducted for this research. The five overarching categories which emerged from this researcher's study were (a) time management, (b) faculty support, (c) emotional aspects, (d) professional development and (e) differences in course delivery. This data revealed the distinctive aspects the faculty experienced as they transitioned from teaching live to teaching online nursing courses. The faculty throughout the study identified a need to have additional faculty development, mentoring, and recognition from administrators for teaching their online courses. This study was exploratory and provided a foundation for future research aimed towards the development of faculty new to teaching online nursing courses and determine ways to implement a sound faculty development process to enhance a smooth transition for their nursing faculty who will be teaching online nursing courses.
Book Synopsis A Qualitative Study Comparing Faculty's Perceptions of Factors Affecting Successful Tenure Attainment in Nursing and Professional Fields Versus Traditional Disciplines by : Marie Ann Cueman
Download or read book A Qualitative Study Comparing Faculty's Perceptions of Factors Affecting Successful Tenure Attainment in Nursing and Professional Fields Versus Traditional Disciplines written by Marie Ann Cueman and published by . This book was released on 2008 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Exploring Nurse Faculty Decisions Related to Virtual Simulation During a Global Pandemic by : Karen Braccialarghe
Download or read book Exploring Nurse Faculty Decisions Related to Virtual Simulation During a Global Pandemic written by Karen Braccialarghe and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research evaluates academic nurse faculty’ decisions while implementing virtual simulation as a teaching method before and during the COVID-19 pandemic. Secondary purposes of this study were to explore nurse faculty perceptions of the effectiveness of virtual simulation, the barriers and challenges faced while implementing virtual simulation, and perceived effectiveness of student learning outcomes during the COVID-19 pandemic while utilizing virtual simulation. A survey, the Virtual Simulation Implementation Evaluation Tool (Braccialarghe, 2021) was developed by the researcher to answer the research questions. The tool was sent to nine simulation experts to rate content validity. A convenience sample of nurse faculty teaching in the Northeast were recruited to participate in a survey. A conceptual framework of resiliency was used to guide the study. Descriptive statistics were used to analyze the findings. Significant findings include the type of virtual simulation that nurse faculty used during COVID-19, the described barriers they experienced while implementing virtual simulation before and during the pandemic, and the perceived effectiveness of virtual simulation on learning outcomes of nursing students during the COVID19 pandemic.
Book Synopsis An Exploration of Faculty Perspectives of Online Teaching in a Sample of Collaborative Baccalaureate Nursing Programs in Ontario Colleges by : Micki Marilyn Puksa
Download or read book An Exploration of Faculty Perspectives of Online Teaching in a Sample of Collaborative Baccalaureate Nursing Programs in Ontario Colleges written by Micki Marilyn Puksa and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This thesis examined online teaching in the Ontario college sector in prelicensure collaborative baccalaureate nursing programs with the purpose of exploring and understanding best practice implementation and the nature and appropriateness of curriculum content for online delivery in nursing programs, as perceived by the faculty who have taught or are teaching courses online. The overarching question for this study was: What are the perceptions of participating faculty regarding the nature, challenges and strengths of teaching online course content in prelicensure collaborative baccalaureate nursing programs, and what are the implications for online course delivery? I used an exploratory-descriptive design and constructivist lens and pragmatic worldview with a mixed-methods data collection methodology to answer the research questions. The theoretical framework was rooted in constructivism as a teaching approach. My study included a representative sample of 13 English language Colleges in Ontario that offer prelicensure collaborative baccalaureate nursing programs. Participants were full-time and part-time nursing faculty and program coordinators in these programs. Data were collected through document analysis, an online questionnaire survey completed by 32 faculty (53.3%), and interviews with 16 nursing faculty. Based on the findings, I concluded that online education is useful in these nursing programs when the content and the semesters/years are appropriate, and necessary supports are in place. Content containing complex cognitive concepts was perceived as better suited to face-to-face settings, as was experiential learning such as relational practice and psychomotor skill mastery. A hybrid delivery format was the most preferred teaching environment. Faculty experienced challenges with developing higher level online discussions and having students collaborate. Faculty perceived that online teaching took much more time and there was a need for acknowledgement by leadership of this time in workload assignments. Though the colleges in this study are representative of the Ontario CAATs, the findings are not broadly generalizable. However, they will be of interest to other academic programs that wish to assess their own use of online learning, particularly in people and practice-based professional programs that prepare practitioners who work with vulnerable populations.
Book Synopsis From Presence to "e-presence" in Online Nursing Education by : Lisa M. Kaiser
Download or read book From Presence to "e-presence" in Online Nursing Education written by Lisa M. Kaiser and published by . This book was released on 2021 with total page 141 pages. Available in PDF, EPUB and Kindle. Book excerpt: Online web-based course offerings are now common in many institutions of higher education In response to the current and severe nursing shortage, estimated to represent a 20% vacancy rate by the year 2015, (Tarkin, 2003) many more universities have created online nursing courses for registered nurses wishing to continue their education in nursing. The National League for Nursing (NLN) set research priorities that urged exploration of the impact that technology has on the content and nature of teaching and learning in nursing education (1999). Using a series of separate synchronous, online focus groups and 1:1 interviews with nurse educator experts and online nursing students, this qualitative study explored the meaning of 'presence' in online nursing courses. This study examined how; (a) nurse educators conveyed being present to students in online classrooms, (b) online students interacted with peers and faculty in the online classroom, and (c) and if, nurse educators used strategies with their online students that urged development of ways of being present with patients' in disembodied environments. A grounded theory approach was used to develop the Theory of Connecting/Being Present in Online Nursing Courses. Conditions or antecedents are identified. The core category of connecting is highlighted along with four key dimensions of connecting. Consequences include situations that stem from making the connection with others or not making a connection with others and shed light on both pedagogical concerns and future patient care issues. Future research implications include implementing other innovative qualitative designs that would add to the theory, such as participant observation in online courses. Studies addressing gender differences and learning styles would add to this growing body of knowledge. Extending the work to examine presence in disembodied places is valuable future work as nurses carry out therapeutic interventions with patients in disembodied environments of care.
Book Synopsis Student and Faculty Perceptions of Teaching Effectiveness of Full-time and Part-time Associate Degree Nursing Faculty by : Lisa L. Allison-Jones
Download or read book Student and Faculty Perceptions of Teaching Effectiveness of Full-time and Part-time Associate Degree Nursing Faculty written by Lisa L. Allison-Jones and published by . This book was released on 2002 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: The effectiveness of full-time and part-time faculty is an area of major interest in education, especially in light of the dramatic rise of part-time faculty on the nation2s campuses. In the period between 1976 and 1994, the use of full-time faculty increased by 21% while the use of part-time faculty increased by 91% (Clery, 1998). The quality of instruction is the primary concern surrounding the use of part-time faculty (Clery, 1998; Fedler, 1989; Gappa & Leslie, 1997; Leslie, 1998; Mellander & Mellander, 1999; Spangler, 1990). One way of assessing quality of education is by assessing teacher effectiveness. The purpose of this study was to compare the teaching effectiveness of part-time and full-time clinical nursing faculty. To achieve this, the Nursing Clinical Teacher Effectiveness Inventory (NCTEI) (Knox & Mogan, 1985) was adapted for use in measuring student and faculty perceptions of part-time faculty and of full-time faculty. The NCTEI was designed to measure five categories important in clinical nursing instruction: teaching ability, nursing competence, evaluation, interpersonal relationships, and personality traits.
