Distance learning nursing degree

Abstract: Distance learning is becoming an acceptable mode of nursing education. Several schools of nursing offer instruction through telecommunications. This new form of education is different from the traditional lecture format. Many nursing students can complete their nursing education without stepping foot onto the college campus, which has caused many nurse educators to question the role development of this new group of nursing students.

Professionalization is an important outcome of nursing education. With the advent of distance learning there is a need for research to document the professionalization of the nurse who completes nursing school in a distance learning setting.

Key Words: Professionalization, Role Development, Distance Learning, Telecommunications.

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Distance learning is a form of instruction whereby the learner and the instructor are traditionally geographically separate from one another. Through the use of telecommunications, the learner is able to continue his/her education without relocating to the university setting. Thus, in distance education there is a heavy reliance on technology as a form of instruction, where learning may or may not take place. This instruction is different from the traditional lecture format of learning in that there is limited face to face contact. An increasing number of schools of nursing are now involved in some level of distance education. As reported by Potempa (2001), 51% of schools of nursing surveyed by the American Association of Colleges of Nursing stated they were involved in distance learning. Traditionally, the face-to-face contact between student and faculty has been very important as nursing students are socialized into the profession through a process known as professionalization.

Professionalization, the acquisition of the requisite knowledge, skills, values and attitudes which are characteristic of the profession is a very important outcome of nursing education. This is a developmental process which begins in nursing school and continues into the work setting. A frequent area of concern voiced among faculty members involves the degree of professionalization a student receives in a distance learning program. Does professionlization occur in a distance learning setting?

CURRENT TRENDS

The current nursing shortage has highlighted the need for an increase in the supply of registered nurses. Today's nursing students are older and many enter into nursing as a second profession. According to a 2000 survey published by the (United States Department of Health and Human Services [USDHHS], 2002) the average age of Registered Nurses (RNs) has increased significantly. In 1980, 26% of RNs were under the age of 30; however, by 2000, less than 10% were under age 30.

Nursing is the nation's largest heath care profession, with more than 2.5 million RNs nationwide (USDHHS, 2002). Of all RNs, 2.1 million, or 83% are employed in nursing. On a national level, nursing students comprise more than half of all students in the health professions (Bureau of Labor Statistics {BLS} 2000). Registered nurses are prepared in either a four-year baccalaureate program, a two-year associate degree program, or a three-year diploma program. Currently, there has been a substantial decline in the number of diploma schools of nursing. The majority of RNs are prepared in an associate degree program.

In 1980, more than half of all employed RNs held a diploma as the highest degree obtained, 22% held the baccalaureate degree and a little less than 18% held the associate degree. By 1996, the basic preparation in nursing had shifted dramatically in that the majority of nurses are prepared at the associate degree level. There were approximately 27% of employed RNs with a diploma, 32% held the associate degree and 31% held the baccalaureate degree as the basic preparation in nursing (USDHHS, 2002). Over a twenty-four year span, from 1975-1999, the country witnessed a fourfold increase in the number of RNs with the diploma or associate degree as their basic preparation returning to school to obtain the baccalaureate degree (Redman and Cassels, 1997).

As the demand for more complex health care continues to increase, a federal advisory board has recommended that at least two-thirds of the basic workforce hold baccalaureate or higher degrees in nursing by 2010 (BLS, 2000). The demand for RNs will grow more than any other profession though 2008 (BLS, 2000). By 2010, the demand for RNs will lag behind the supply. By 2020, the demand will be twice that of the supply of registered nurses. In-patient units will experience a demand for at least 36% of all available registered nurses.

These statistics and grim facts have placed a great burden on schools of nursing to diversify their programs of instruction in an effort to prepare a workforce to meet the needs of the public. Distance education is an attractive format which has become an acceptable alternative to traditional nursing education for the instruction and preparation of nurses.

DISTANCE INSTRUCTION

Access to distance learning is either in a synchronized or an asynchronized format. In synchronized instruction, both the faculty and the student are on-line together. In asynchronized instruction, the faculty and the student are on-line at different times. Asynchronous instruction is very popular in many schools of nursing whereby faculty can supplement classroom instruction. Then at the learner's convenience, the student can access the information. Distance learning is very acceptable for busy working adults with a multiplicity of roles.

Through use of the World Wide Web, many universities offer web-based instruction (National Center for Education Statistics, 1999). This permits electronic learning in an on-line environment, frequently referred to as e-learning. Web-based instruction can be synchronized or asynchronized instruction in a distance learning format. Several studies have documented the effectiveness of distance learning instruction (Billings & Bachmeier, 1994). Only a small number of studies have addressed professionalization through distance learning (Faison, 1999; and Nesler, Hamner, Melburg & McGowan, 2001).

PROFESSIONALIZATION

Professional socialization, professionalization is the process by which individuals acquire the knowledge, skills and values that make them a member of a given society (Conway, 1983). It is believed that part of the process of professionalization is the learning of socially significant behaviors. Professionalization is characterized as a life-long process by which a person learns to become a functioning member of a group (Brim, 1968). Socialization to nursing is a process that begins in the educational setting and continues through one's nursing career.

The majority of the research on the professional socialization of nurses has focused on the hospital diploma nursing student or graduate, while the associate or baccalaureate degree student has received sporadic research attention (Conway, 1983; Hood, 2002; and Lynn, McCain, & Boss, 1989). Lawler and Rose (1987) conducted a study to document the effectiveness of the professionlization of the RN-BSN student in a distance learning program. Through the use of the Corwin Nursing Role Conception Scale (Professional Subscale) which was modified by Lawler, the authors studied professionalism among three groups of nurses; those prepared at the associate degree level, generic baccalaureate nurses and RN-BSN nurses. The authors concluded that the RN-BSN student is more mature, committed, self-directed, and wiser in the ways of the world. The RN-BSN student was socialized to the professional role (Lawler & Rose, 1987).

As of 1993, the NLN again emphasized the importance of professionalization as an outcome of the baccalaureate degree in nursing as evidenced by critical thinking, communication, and therapeutic intervention competencies (Creasia & Parker, 2001).

Professionalization through the development of professional values are important components of the baccalaureate program (Billings & Halstead, 1998). The process of professionalization can be assessed and measured as the student progresses in school.

Coudret, Fuchs, Roberts, Suhrheinrich, & White (1994) conducted a descriptive study on professionalization and role conception among nursing students and nursing faculty. Through the use of the Corwin Nursing Role Conception, the study found nursing role conceptions changed or altered by learning and work experience and exposure to clinically experienced role models.

Studies by Lawler and Rose (1987) and Coudret et al. (1994) have illustrated the process of professionalization as reported by nursing students. This is evident as the nurses' perception of professionalization between ideal and actual nursing behaviors. The educational setting has the potential to contribute to effective professionalization for professional practice (Hood, 2002).