E-LEARNING PROGRAM

Critical Success Factors for the Introduction of an e-Learning Program in University Nursing Education

Abstract

In in university nursing education, students beginning their graduate education lack technical attentiveness when startning the learning in a e-learning environment.

These breaches in awareness comprise need of thoughtful course delivery, partaking in asynchronous course activities, contacting resources distantly, and utilizing of rising health care technologies. This paper describes critical success factors for the introduction of an e-learning program in university nursing education,

it also considers an learning modern e-learning orientation course that reproduces course performance so that nurses get a true viewpoint of what e-learning entails.

Table of Contents

INTRODUCTION4

DISCUSSION5

Creating Significant Learning Experiences6

Foundational Knowledge7

Application9

Integration10

Human Dimension11

Caring12

Learning How to Learn14

Background14

Course Development15

Goals16

Evaluation and Revisions18

CONCLUSION21

References23

Critical Success Factors for the Introduction of an e-Learning Program in University Nursing Education

INTRODUCTION

Most graduate nursing programs use online e-learning methods to deliver theory-based course content. With the shift toward increasingly more complex computer technologies being incorporated into online programs, nurses pursuing graduate education often are not fully prepared for the expectations in computer literacy needed for achieving success in an online environment.

A national report outlining the critical issues in higher education points out that many students with the ability to benefit from an advanced degree do not receive the academic support they need to complete their higher education program ( Wolanin, 2003 ). Although research has focused on the technological needs of undergraduate students ( Kenny, 2002 ), little attention has been given to the specific barriers graduate nurses face when returning to school. Yet coordinators at a consortium of three universities offering a master's of science in nursing (MSN) program recognized the need for resources when the program transitioned from face-to-face and video conferencing formats to an online delivery format. This paper discusses critical success factors for the introduction of an e-learning program in university nursing education.

DISCUSSION

This paper describes an innovative online course designed to blend activities of computer literacy and e-learning principles so that graduate nursing students experientially learn needed skills for success in online coursework. Helping students overcome academic barriers to access, particularly technological barriers, has been the central rationale for the development of an online orientation course.

Although distance education has many advantages, there are many barriers that students must overcome to achieve a successful outcome. Poor or inefficient technological skills can cause frustration, resulting in a decrease in motivation for students. Proficiency in word processing programs, such as Microsoft Office, and basic computer knowledge is necessary for online education. In addition, learning how to use Web-based Learning Management Systems (LMS), such as Blackboard and Moodle, are needed to complete coursework. (Kenny 2002, 127-135)

Technologically challenged students enrolled in online programs must have a clear understanding of course delivery, be able to access resources from remote locations, and participate in asynchronous course activities to successfully complete an online course ( Bower, 2001 ). This is especially true when students graduate from undergraduate programs prior to the advent of new learning technologies. Students who have recently graduated from undergraduate programs are more likely ...