Factors contributing to nursing distance education student success

Abstract

Much of the literature has focused on students in the traditional baccalaureate programs versus those who attend classes at a satellite campus and use a hybrid (combination of classroom and on-line) format. In addition, the RN-BSN nursing distance education (NDE) student population is characteristically older than the traditional student, has full or part time nursing employment, and has family responsibilities placing them at higher risk for attrition. Student attrition at a Southern California state university was higher than in the on-campus face-to-face cohorts. As attrition of NDE students continued to be an issue, the identification of risk factors for attrition and development of additional evidence-based interventions and tools was needed to promote optimal student success. Prior to the study, a few informal initiatives had been undertaken to attempt to impact attrition, but with limited success. The study validated and expanded upon reports about non-traditional NDE students at risk of attrition. As a result of the study, more focused retention initiatives have been developed to assist students to be successful and persist to graduation, such as writing tutors, library orientation, computer and technology "boot camps", alternate study plans (full-time and part-time), offering a hybrid course format (on campus and on-line class), and peer support. Attrition of students in the RN-to-BSN cohort has been reduced and the effect of the interventions continues to be monitored.

Blended learning via distance in pre-registration nursing education: A scoping review

“…Challenges with information technology were reported. Barriers, such as inadequate infrastructure to support effective use of computers and tablets, were challenges experienced by users, along with low confidence and satisfaction when learning online when their internet and computer skills were weak (Dacanay et al, 2015;Davies et al, 2015;Hyde and Murray, 2005;Mancuso-Murphy, 2007;McCutcheon et al, 2014;Milne et al, 2014;Zolfaghari et al, 2013). Comfortableness with technology, such as videoconferencing or Learning Management Systems (LMS) [for example, Moodle, Canvas or Blackboard], was also a key issue, as the learning experiences required full orientation to the technology platform for synchronous and asynchronous learning (Dacanay et al, 2015;Foronda and Lippincott, 2014;McCutcheon et al, 2014;Milne et al, 2014;O'Flaherty and Timms, 2015).…”

“…When self-regulation was not well-managed or controlled, blended learning negatively impacted everyday life (Smyth et al, 2012). Given the rigor of academic requirements and high occurrences of issues such as anxiety, dissatisfaction, stress, resistance to innovation, isolation, and attitudes related to transitional changessupport was reported as an indicator of student achievement (Bruce et al, 2010;Dacanay et al, 2015;Dorrian and Wache, 2009;Poon, 2013). External mechanism of support and other forms of socialisation influenced student focus and completion.…”

“…Family support, for instance, was reported as having an effect on reducing learner stress, as did the role of supportive peers and colleagues (Lyons and Evans, 2013;Munich, 2014;Zepke et al, 2010). Learners who maintained multiple roles in addition to their studies (such as breadwinner or primary informal caregiver) reported high levels of stress and personal pressure (Dacanay et al, 2015). This stress increased learner pressure to achieve particularly when participating in clinical learning experiences and preparing for a professional nursing role (Mampunge and Seekoe, 2014;Watt and Pascoe, 2013).…”

The impact of the COVID-19 pandemic on undergraduate and graduate dental courses in Brazil

“…However, in effect, only a few suspended it. In addition to their studies, students who hold multiple roles tend to have higher levels of personal stress and pressure [25]. Considering the ongoing pandemic, it is important to highlight that educational institutions should anticipate a possible increase in school dropout rates.…”

Nursing and Midwifery Students’ Perceptions and Experiences of Using Blended Learning in Rwanda: A Qualitative Study

“…[10,13] Although BL has many advantages, it also has several challenges. Technological barriers, such as the internet and other technology-related infrastructures, have been identified as key challenges [5,[18][19][20][21][22] that lead to technical difficulties. [17] Using e-learning platforms without prior orientation sessions was another challenge.…”