Can you guess what possibly impacts distance learning more than anything else?
Here are some hints:
Can I help you
with anything?
Show me what
you are struggling with . . .
Let me
demonstrate how these devices complement the patient’s needs.
As a team, the
four of us could work together and make discoveries!
Did you guess it? That's right,
the IRL dilemma.
Introduction
Lack of real-life contact plagues potential outcomes of distance learning (DL). Students are
not able to access needed resources otherwise available physically at colleges,
universities, and hospitals. Additionally, technology, administration, and
instructional methods can inhibit learning (Valentine, 2002). Educators
likewise are confined to a silicon screen and keyboard less than two feet from
their faces. These factors may seem a bit fundamental. Yet, it is these
fundamentals that articulate many of the limitations found in DL. For this post,
distance education or DL is defined by online teaching and learning. There are
other forms of DL (Nasseh, 1997) but today’s distant learning processes are corrugated
and weaved through mediums such as notebook computers, iPads, and smartphones.
As a
nurse working at my hospital, I function as an interdisciplinary trainer, a
nurse-mentor, and an observer of work performance/competencies. Our
nurses are confronted daily with a barrage of challenges: changes in policy,
documentation requirements, and the slow grinding transition to a statewide
electronic medical record. These complexities however important (and they are
important) plague the quality and quantity of work nurses perform. Did you
notice I did not even mention issues of direct treatment with our patients?
That is another subject for another blog. This post is going to focus on the
challenges distance learning faces as students and teachers strive to overcome
deficits produced by the lack of face-to-face contact in the DL education setting.
In my opinion,
DL is vastly undervalued, especially considering its potential when all the
shortcomings have been identified, elucidated, and addressed. Only recently we
have faced a nursing shortage that is projected to widen over the next twenty
years as the healthcare needs of an aging and growing population expands its
wings (AACN, 2012). How do we solve this problem? That is yet to be determined.
It is clear however that DL is one component in the equation (ECU, 2012). The
educator, student, community, and teaching facilities will all have to adapt to
the fluid needs of information exchange and skills development in this
off-campus environment. One example demonstrates that teleconferences
effectively help post-graduate nurses problem-solve in focus groups (MacIntosh,
2008). Teleconferencing also helps improve communication between the learner
and educator as context, inflection, and body language illuminate the process
(Adegbola, 2011).
As we learn
from our successes and failures, quality of education improves (Jones, 2008).
We become more flexible, adaptable, as we grow and enable others. One thing I
have learned over the years: The only thing that doesn't change is change
itself. One thing we may not realize is the efficacy of DL even in the face of
its deficits. Online educated students perform better than those receiving
face-to-face instruction (Chaney, Chaney & Eddy, 2010). If we can identify
the indicators that denote quality education online as well as those found in
face-to-face instruction, we can shape a DL experience that can simulate the
benefits of a hybrid learning experience (Chaney et Al., 2009). Some of those
indicators address time and location restrictions, increased access to
education, allowing students to personalize and "own" their learning
experience, and connecting a variety of like-minded professionals otherwise
unlikely to network so readily (Chaney et Al., 2009).
One simulation
that I am highly anticipating is online team-based collaboration between two or
more disciplines. Pennsylvania State University recently completed a study that
included nursing and medical students working together in a series of workshops
problem-solving safety, selecting care processes, improving performance and safety (Penn State,
2009). If this method could be formatted to reflect Penn State's outcomes, the potential could be critical to education and professional practice. Other disciplines, i.e., dieticians, rehabilitation therapists, social workers, and psychology could formulate an amalgam of ideas, interventions, and outcomes potentially altering the course of healthcare. This apears to me to be a grandiose idea. But when we consider Ford, Edison, and William Penn, it is from their small seeds of dreams and imaginations that today's innovations have blossomed.
I hesitated to
post on my blog since I am concerned that my beliefs which, do not always fall
within mainstream expectations (in healthcare and elsewhere) may hinder my
career development. Recently, I began to re-appreciate the freedoms still
inherent to our country" principles after traveling back east and touring
our nation's capital. I have decided to go ahead anyway and express myself
(thank you 1st amendment)! I hope this post offers rumination of ideas and
actionable considerations for those reading. This blog is one way I connect to
the larger community and hopefully offer something useful to others (Yang, 2009). It has been a while since
my last update and apologize for that. I am finishing up the last few classes
of my nursing master's program and an assignment provided the opportunity and
incentive to dust off the blog.
Please consider
how you can improve our world and take some action working through your
personal offerings. You never know where it may lead . . . .
References
AACN, (2012). Nursing Shortage. American Association of College of Nursing.
Retrieved from www.aacn.nche.edu/media-relations/fact-sheets/nursing-shortage
Adegbola, M.
(2011). Taking Learning to the Learner: Using Audio Teleconferencing for
Postclinical Conferences and More. Creative Nursing, 17(3), 120-125.
Chaney, B., Dorman, S.,
Eddy, J., Glessner, L., Green, B., & Lara-Alecio, R. (2009). A Primer on
Quality Indicators of Distance Education. [Abstract]. Health Promotion Practice. 10(2):222-231. Doi: 10.1177/1524839906298498
Chaney, D.,
Chaney, E. & Eddy, J. (2010). The context of distance learning programs in
higher education: Five enabling assumptions. Online Journal of Distance Learning Administration. 8(4). Retrieved
from www.uncg.edu/oao/PDF/5%20Assumptons%20OJDLA.pdf
Jones, L. (2008).
Learning from success: the flexibility of distance learning. [Abstract]. British
Journal Of Healthcare Assistants. 2(8), 394-397.
MacIntosh, J. A. (2008).
Focus groups in distance nursing education. Journal of Advanced Nursing,
18(12), 1981-1985
Nasseh, B. (1997). A
Brief History of Distance Education. Ball State University. Retrieved from
www.seniornet.org/edu/art/history.html
Penn State,
(2009). Collaborative Program Emphasizes Team-Based Learning Between Nursing
and Medical School Students. Pennsylvania University: College of Health and
Human Development. Retrieved from
http://www.hhdev.psu.edu/news/2009/10_8_09_macy_grant.html
Valentine,
D. (2002). Distance Learning: Promises, Problems, and Possibilities. Online
Journal of Distance Learning Administration. 5(3). Retrieved from
http://www.westga.edu/~distance/ojdla/fall53/valentine53.html
Yang, S. (2009). Using blogs
to enhance critical reflection and community of practice. Educational
Technology & Society, 12(2), 11-21. Retrieved from
www.ifets.info/others/download_pdf.php?j_id=43&a_id=928
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