Graduate Students Needs and Satisfaction with Wholly Distance Learning

2.50
Hdl Handle:
http://hdl.handle.net/10755/620287
Category:
Full-text
Type:
Poster
Title:
Graduate Students Needs and Satisfaction with Wholly Distance Learning
Author(s):
Blackledge, Iwona Ewa
Lead Author STTI Affiliation:
Non-member
Author Details:
Iwona Ewa Blackledge, RN, iwonabit@aol.com
Abstract:
Session presented on Monday, September 19, 2016: he purpose of this project was to study satisfaction of graduate nursing students enrolled in wholly distance learning. Also, the results of this study are expected to have implications for nursing educators with modification, re-design, and development of distance learning courses and curriculum design. Similarly, student feedback and course evaluations are crucial to the ongoing appraisal of the nursing curriculum and/or program. The factors that improve distance learner satisfaction is an important topic for nurse educators. Understanding what influences graduate nursing students? satisfaction with distance learning can improve course design and add support to positively influence distance learning experiences and successful student outcomes. This is especially important since distance delivery results in less effective learning, has lower satisfaction, and has lower retention rates. Additionally, compared to traditional classrooms, distance students have a 10 to 20 percent higher likelihood of not completing a course. Retention is especially important for nurses since the nursing workforce is aging, therefore educators must pay attention to factors that improve distance learner satisfaction. However, the availability of distance education is growing. The nursing shortage is expected to get worse, from 200,000 to 800,000 over a 10-year period from 2012 to 2022. Plus, there is a deficiency in qualified staff to teach new nurses, this is all the more crucial at the graduate level. Since the Institute of Medicine Report (IOM, 2011) called for nurses to achieve higher levels of education to advance the profession, improve the delivery of care to patients, and be able to and committed to lead change. Distance education can only be successful if suitable supports are in place. Not only do teachers need incentives to teach but it is imperative to keep graduate nursing student?s satisfied with distance learning, in order for them to continue their studies and become our future educators, leaders, practitioners, and policy-makers of tomorrow. Keywords: distance learning, online learning, education, nursing, satisfaction
Keywords:
distance learning; satisfaction; nursing
Repository Posting Date:
16-Sep-2016
Date of Publication:
16-Sep-2016
Other Identifiers:
LEAD16PST165
Conference Date:
2016
Conference Name:
Leadership Connection 2016
Conference Host:
Sigma Theta Tau International
Conference Location:
Indianapolis, Indiana, USA
Description:
Leadership Connection 2016 Theme: Personal. Professional. Global. Held at the Marriott Downtown, Indianapolis.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.typePosteren
dc.titleGraduate Students Needs and Satisfaction with Wholly Distance Learningen
dc.contributor.authorBlackledge, Iwona Ewaen
dc.contributor.departmentNon-memberen
dc.author.detailsIwona Ewa Blackledge, RN, iwonabit@aol.comen
dc.identifier.urihttp://hdl.handle.net/10755/620287-
dc.description.abstractSession presented on Monday, September 19, 2016: he purpose of this project was to study satisfaction of graduate nursing students enrolled in wholly distance learning. Also, the results of this study are expected to have implications for nursing educators with modification, re-design, and development of distance learning courses and curriculum design. Similarly, student feedback and course evaluations are crucial to the ongoing appraisal of the nursing curriculum and/or program. The factors that improve distance learner satisfaction is an important topic for nurse educators. Understanding what influences graduate nursing students? satisfaction with distance learning can improve course design and add support to positively influence distance learning experiences and successful student outcomes. This is especially important since distance delivery results in less effective learning, has lower satisfaction, and has lower retention rates. Additionally, compared to traditional classrooms, distance students have a 10 to 20 percent higher likelihood of not completing a course. Retention is especially important for nurses since the nursing workforce is aging, therefore educators must pay attention to factors that improve distance learner satisfaction. However, the availability of distance education is growing. The nursing shortage is expected to get worse, from 200,000 to 800,000 over a 10-year period from 2012 to 2022. Plus, there is a deficiency in qualified staff to teach new nurses, this is all the more crucial at the graduate level. Since the Institute of Medicine Report (IOM, 2011) called for nurses to achieve higher levels of education to advance the profession, improve the delivery of care to patients, and be able to and committed to lead change. Distance education can only be successful if suitable supports are in place. Not only do teachers need incentives to teach but it is imperative to keep graduate nursing student?s satisfied with distance learning, in order for them to continue their studies and become our future educators, leaders, practitioners, and policy-makers of tomorrow. Keywords: distance learning, online learning, education, nursing, satisfactionen
dc.subjectdistance learningen
dc.subjectsatisfactionen
dc.subjectnursingen
dc.date.available2016-09-16T14:23:47Z-
dc.date.issued2016-09-16-
dc.date.accessioned2016-09-16T14:23:47Z-
dc.conference.date2016en
dc.conference.nameLeadership Connection 2016en
dc.conference.hostSigma Theta Tau Internationalen
dc.conference.locationIndianapolis, Indiana, USAen
dc.descriptionLeadership Connection 2016 Theme: Personal. Professional. Global. Held at the Marriott Downtown, Indianapolis.en
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