Abstract
The shortage of nursing faculty and the need for MSN-prepared faculty to have access to doctoral education and remain in their teaching roles has resulted in a growing number of nurse education programs moving online. A better understanding of how best to support faculty during this transition is needed. This case study describes the experiences of faculty at one institution as they participated in a grassroots effort to learn about online teaching. Six themes related to the faculty development experience were identified: 1) plugging in; 2) peer sharing, modeling and community building; 3) multidimensional learning; 4) role-shifting and meta-learning; 5) paradigm shifting; and 6) sustaining momentum. Findings are connected to recommendations related to how best to prepare faculty to ensure that quality nursing education continues.
| Original language | American English |
|---|---|
| Journal | International Journal of Nursing Education Scholarship |
| Volume | 7 |
| State | Published - 2010 |
| Externally published | Yes |
Keywords
- distance education
- instructional design
- nursing education
- online learning
Disciplines
- Educational Psychology
- Instructional Media Design
- Other Nursing