Background: To translate research supporting inpatient care outcomes and provide evidencebased care, registered nurses (RNs) need continuing education and mentoring support to adopt evidence-based practice (EBP).

Institutions of higher education acknowledge that online learning represents a growing segment of the modern learning environment, and most students have mastered basic computer skills. However, reluctance to engage in online learning remains among both faculty and students. This article presents a case study of three schools of nursing that collaboratively developed and implemented an online undergraduate-nursing course. The article discusses the challenges that were encountered by faculty and students. The faculty used the distance education literature to address these challenges related to technological, institutional, and pedagogical aspects of online learning, as well as the recruitment and retention of online learners. Quantitative and qualitative methods were used to evaluate the effectiveness of the course. The paper concludes with suggestions to overcome the challenges of online learning, such that faculty and students receive the inherent rewards.

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access (75% vs. 100%) and overall internet reliability (63% vs. 78-100%).CONCLUSIONS: Access to technological resources differs amongst LLMICs. Tailoring the support of a global health program to the capabilities of their partner sites is paramount to setting appropriate expectations, building durable relationships, and improving medical outcomes.