Faculty Perceptions of Teaching Nursing Content Online in Prelicensure Baccalaureate Nursing Programs.

The purpose of this study was to explore the perceptions of nursing faculty regarding the nature, challenges, and strengths of teaching course content online in prelicensure collaborative baccalaureate nursing programs and the implications for online course delivery. This was an exploratory-descriptive, mixed-methods design based on document analysis, an online survey completed by 32 faculty, and interviews with 16 faculty in a representative sample of 13 English speaking colleges in Ontario. Participants perceived content containing complex cognitive concepts, experiential learning as in relational practice, and psychomotor skill mastery as better suited for traditional classroom delivery. Faculty identified challenges with developing higher level online discussions and having students collaborate. Online teaching took much more time and should be acknowledged in workload assignments. A hybrid teaching environment was preferred. Online education was useful when the content and the semesters/years were appropriate, and necessary supports were in place. [J Nurs Educ. 2020;59(12):683-691.].

Puksa MM ，Janzen K 《-》

Teaching Ethics in Classroom Settings: Nursing Faculty Perceptions in Baccalaureate Programs.

The complexity of the current health care system has resulted in increasing demands on nurses to act as patient advocates and moral agents. Understanding faculty's experiences teaching ethics is instrumental to deliver ethically competent care. The purpose of this study was to explore the experiences of nursing faculty teaching ethics content in the classroom setting to prelicensure baccalaureate nursing students. This qualitative, descriptive phenomenological design asked 11 nursing faculty with recent experience teaching ethics within prelicensure baccalaureate nursing programs to complete qualitative interviews. Participants expressed the importance of teaching ethics in undergraduate nursing curricula but experienced significant challenges. Three main themes were identified in the data analysis: Lacking Prior Preparation, Difficult Content, and No Place Holder for Ethics Content. Intentional curriculum design incorporating ethics content is necessary for the preparation of prelicensure nursing students, along with formal and informal opportunities for faculty to explore ethics including philosophical underpinnings. [J Nurs Educ. 2020;59(9):506-509.].

Grason S 《-》

The Experience of Teaching Online in Nursing Education.

Online education has become a key instructional delivery method in nursing education; however, limited understanding exists about what it is like to teach online. The aim of this study was to uncover the experience of teaching online in nursing education. The sample for this phenomenological study included 14 nursing faculty who completed at least 50% of their teaching workload assignment in fully online courses in baccalaureate, master's, or doctoral nursing programs. Data were collected through the use of a demographic questionnaire and personal interviews. Four themes emerged from the data: (a) Looking at a Lot of Moving Parts, (b) Always Learning New Things, (c) Going Back and Forth, and (d) Time Is a Blessing and a Curse. Online teaching in nursing education differs from traditional classroom teaching in a variety of ways. Policies and guidelines that govern faculty teaching should encompass the identified intricacies of online teaching. [J Nurs Educ. 2017;56(6):343-349.].

Gazza EA 《-》

Improving Online Teaching by Using Established Best Classroom Teaching Practices.

This pilot study explored the effectiveness of an online workshop provided to faculty teaching one course in a large online RN-to-baccalaureate nursing (BSN) program. This exploration helped to fill a gap in knowledge related to implementing best classroom teaching practices into distance education for online nursing students. Focus groups with purposeful sampling (three focus groups: two faculty focus groups with a total of 11 faculty and one student focus group with a total of six students) were used to assess the effectiveness of the workshop and faculty and student perceptions of the seven best classroom teaching practices. Themes derived from the faculty focus groups included reaffirmation, commitments from students, and opportunities for instructor improvement. Themes derived from the student focus group included engagement, availability, encouragement, and diverse learning. Online teaching recommendations, created from the emerged themes of the study, could be considered to improve teaching practices of online nurse educators. J Contin Educ Nurs. 2016;47(5):222-227.

Price JM ，Whitlatch J ，Maier CJ ，Burdi M ，Peacock J ... -  《-》

Differences in Nursing Faculty Satisfaction Teaching Online: A Comparative Descriptive Study.

Many students today desire an education that can be completed without attending traditional classroom settings. Nursing administrators are responding by increasing the number of online course offerings, which has resulted in more nursing faculty asked to transition coursework from traditional to online classes, often without support. The sample for this quantitative, descriptive, comparative study included nursing faculty from 15 randomly selected states who participated in an online survey, producing 185 completed surveys for analysis. Satisfaction was significantly higher in nursing faculty who taught 20 or more courses online, compared with those who taught five or fewer. Satisfaction was significantly higher for faculty who received mentoring, release time, technical support for software, hardware, the Learning Management System (LMS), and training for the LMS, compared with faculty who did not. Results offer valuable evidence that support services are important to increase overall faculty satisfaction teaching online. [J Nurs Educ. 2018;57(9):536-543.].

Howe DL ，Chen HC ，Heitner KL ，Morgan SA ... -  《-》