2.50
Hdl Handle:
http://hdl.handle.net/10755/151056
Type:
Presentation
Title:
Nurse Educators Who Teach Online: A Conceptual Study
Abstract:
Nurse Educators Who Teach Online: A Conceptual Study
Conference Sponsor:Sigma Theta Tau International
Conference Year:2010
Author:De Gagne, Jennie Chang, PhD, MSN, MS, RN-BC
P.I. Institution Name:North Carolina Central University
Title:Assistant Professor
21st INRC [Research Presentation] Purpose: This is a conceptual study that uses epistemic concepts from Dr. De Gagne's book entitled Online Teaching Theory to Practice: A Multi-Method Qualitative Study. The objective of this presentation is to describe how her research findings add to the body of knowledge in nursing education. Describing how the research findingsÿare applied to the practice of nurse educators who teach online, the presenter discusses their role and need for specialized preparation.ÿÿ Methods: Dr. De Gagne's original study integrated a hermeneutic phenomenological approach into a qualitative meta-synthesis (QMS) study. In the QMS method, she located 9 original qualitative studies involving 203 participants from geographically diverse schools. Through a hermeneutic phenomenological design, she interviewed a total of 11 educators. Various qualitative designs were used in the 9 studies, the most frequently used qualitative design being a descriptive study (n=6). Most of the 11 interviewees were from various geographic locations, and their main teaching field was also diverse. The data were clarified through questioning, and another coder reviewed the accuracy of the transcription and its interpretation. Results: Through the QMS approach, the author identified four key themes: (a) work intensity, (b) role changes, (c) teaching strategies, and (d) professional development. Five key themes also arose from the hermeneutic phenomenological study: (a) online teaching offers flexibility and convenience, (b) online teaching is time consuming and labor intensive, (c) strong communication skills are essential, (d) much of online teaching is learner-centered, and (e) online teaching requires continuing education and training. Conclusion: The findings of the multi-method qualitative study are relevant to the practice of nurse educators, as the importance of a learner-centered environment has been emphasized in nursing education. The findings show that andragogy, communication, and caring are the most important aspects in online teaching, which is well documented in the literature of nursing education.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleNurse Educators Who Teach Online: A Conceptual Studyen_GB
dc.identifier.urihttp://hdl.handle.net/10755/151056-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Nurse Educators Who Teach Online: A Conceptual Study</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2010</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">De Gagne, Jennie Chang, PhD, MSN, MS, RN-BC</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">North Carolina Central University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Assistant Professor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">jdegagne@nccu.edu</td></tr><tr><td colspan="2" class="item-abstract">21st INRC [Research Presentation] Purpose: This is a conceptual study that uses epistemic concepts from Dr. De Gagne's book entitled Online Teaching Theory to Practice: A Multi-Method Qualitative Study. The objective of this presentation is to describe how her research findings add to the body of knowledge in nursing education. Describing how the research findings&yuml;are applied to the practice of nurse educators who teach online, the presenter discusses their role and need for specialized preparation.&yuml;&yuml; Methods: Dr. De Gagne's original study integrated a hermeneutic phenomenological approach into a qualitative meta-synthesis (QMS) study. In the QMS method, she located 9 original qualitative studies involving 203 participants from geographically diverse schools. Through a hermeneutic phenomenological design, she interviewed a total of 11 educators. Various qualitative designs were used in the 9 studies, the most frequently used qualitative design being a descriptive study (n=6). Most of the 11 interviewees were from various geographic locations, and their main teaching field was also diverse. The data were clarified through questioning, and another coder reviewed the accuracy of the transcription and its interpretation. Results: Through the QMS approach, the author identified four key themes: (a) work intensity, (b) role changes, (c) teaching strategies, and (d) professional development. Five key themes also arose from the hermeneutic phenomenological study: (a) online teaching offers flexibility and convenience, (b) online teaching is time consuming and labor intensive, (c) strong communication skills are essential, (d) much of online teaching is learner-centered, and (e) online teaching requires continuing education and training. Conclusion: The findings of the multi-method qualitative study are relevant to the practice of nurse educators, as the importance of a learner-centered environment has been emphasized in nursing education. The findings show that andragogy, communication, and caring are the most important aspects in online teaching, which is well documented in the literature of nursing education.</td></tr></table>en_GB
dc.date.available2011-10-26T10:50:36Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T10:50:36Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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