Distance Nursing Education

Distance Nursing Education

1. DISTANCE EDUCATION IN NURSING By Srinivasan c M.Sc Nursing year

2. INTRODUCTION: As a result of technological advances, distance education for nurses is flourishing in 21st Century. The technological advancements refined the educational system and approaches. Distance education act as blessing to all nurses to continue their education and update their skills in their work setting with limited costs, which directly benefitted quality of patient care and health care system as whole.

3. Definition of Distance Education: Distance education is defined as planned learning that occurs in different place from teaching, requiring real time(synchronous) or delayed (asynchronous) interactive technology and a needing a course design supportive of students . Escoffery , Miner & Alperin 2003 .

4. Historical changes 360 B.C –Plato introduced “Written Word” which enable the students to experience and interpret the words without facing teacher. Middle age – Industrial revolution lead to technologically sound learning modalities which increased the opportunities for teaching outside class room. Establishment of postal services had greater influence in delivery of education at distance. 1873-Home based studies delivered via radio. 1892-Pennsylvania university started distance education programme via postal services. 1950 -60 – Correspondence courses delivered via text book, multi media, radio and TV.

5. 1961 - Central Advisory Board of Education decided to introduce the system of correspondence courses and a Committee was appointed under the chairmanship of Dr. D. S. Kothari who was the then Chairman of UGC which recommended in 1961 the starting of correspondence courses. 1961 - The first School of Correspondence Courses was started by the University of Delhi in 1962. 1974-Regents External Degree Programme in Nursing. Currently 16000 students undergoing different courses through distance learning-Associate degree, Master of Nursing. 1980- Many universities started offering correspondence courses and distance learning courses. 1982- First Open university established in Andhra Pradesh.

6. 1985 – IGNOU established.-First University established in India which offer only distance education and open education on various streams. 1990 – IGNOU started offering PBBSC Nursing course through open and distance mode. This programme recognized by INC. 1992- Distance Education Council established. IGNOU had administrative powers of DEC. 1994 – Duquesne University – opened first online distance education program on Ph.D Nursing. In USA, currently nearly 30 institutions offer Distance education courses in Nursing. 1995- In India, Enrollment of 200,000 students in open and distance learning,

7. 2005-2014 – Establishment of State owned open universities. – Currently 13 universities offer different educational programmes . 2013 – DEC administrative powers shifted to UGC. 2014-Distance Education Bill passed

8. Objectives of distance education courses (i) “To provide an efficient and less expensive method of educational instruction at a higher level in the context of national development of India. (ii) To provide facilities to pursue higher education to all qualified and willing persons who had failed to join regular university courses due to personal and economic reasons or because of their inability to get admission to a regular college, and (iii) To provide opportunities of academic pursuits to educated citizens through correspondence instruction without disturbing their present employment

9. characteristics 1. The quasi-permanent separation of teacher and learner throughout the length of the learning process; this distinguishes it from conventional face-to-face education. 2. The influence of an educational organisation both in planning and preparation of learning materials and in the provision of student support services; this distinguishes it from private study and teach yourself programmes . 3. The use of technical media; print, audio, video or computer, to unite teachers and learners and carry the content of the course.

10. 4. The provision of two-way communication so that the student may benefit from or even initiate a dialogue; this distinguishes it from other uses of technology in education. 5. The quasi-permanent absence of a learning group throughout the length of the learning process so that people are usually taught as individuals and not in groups, with the possibility of occasional meetings for both didactic and socialisation purposes.

11. 6. Each student is separated from his/her peer group in the sense that although the learners form a fairly sizable population they do not have face-to-face interaction among themselves. Thus distance education becomes a highly individualised learning system. In this sense, it remains one of the most individualised of all educational systems. 7. Education in real life setting

12. 8. Student centered 9. Indirect education 10. Flexible approach 11. Independence to adult learner/Learners autonomy.

13. Benefits of Distance education Balancing inequalities between age groups; extending geographical access to education and delivering educational campaigns and other education for large audiences Providing speedy and efficient training for key target groups.

14. Expanding the capacity for education in new and multidisciplinary subject areas; offering the combination of education with work and family life. Developing multiple competencies through recurrent and continuing education; enhancing the international dimension of educational experience. Improving the quality of existing educational services.

15. To respond effectively to the growing demand of working adults or any others who have difficulties in getting training in conventional education because of lack of flexibility in the timing and location of courses. To provide an opportunity for the empowerment of those most disadvantaged by existing provision, the unemployed, the disabled, women and ethnic minorities.

16. Taylor’s Models of Distance education Taylor proposed five generations of distance education models: 1.First Generation: Correspondence model Print is the delivery technology for the correspondence model of distance education. Print has the flexibility of time, place and pace . Faculty and students need not to be in same place at the same time for the purpose of learning. The main disadvantage of this model is interactivity, costs in preparing and printing, and lack of immediate feedback. It always relies on postal communication. This model is popular all over the word 1980-1990.

17. Second Generation: Multimedia model The multimedia model supplements print materials with audiotape and videotape, computer based learning, and interactive video. These model partly encourages interaction and flexibility of time, place and pace for both teacher and learner. The main disadvantage of this model is cost in preparing and printing, and lack of immediate feedback.

18. Third Generation: Telelearning model In this model, real time two way communication takes place between student and teacher. It ensures advanced interactive delivery. This offers highly refined materials with very less cost. One of the disadvantage of this model is that the students and teacher requires assembling at same time and same place for effective learning

19. Fourth Generation: Flexible learning model This model is referred as technology mediated flexible learning. This model uses all forms of technology such as internet, multimedia, print and computer based instruction. Advantages: 1. Flexibility to time, place and pace. 2. Highly refined instructional material. 3. Interactive delivery 4. Limited costs

20. Fifth Generation: Intellectual Flexible learning model It incorporates use of al technologies in the previous model, with the addition of automated response systems for computer mediated communication and campus portal access of resources. This model has similar advantages of fourth generation model

21. Approaches of Distance Education 1. Synchronous Approach: The participants in the same space at the same time in order to attend to the material of teaching. All the students should assemble before the TV or Broadcast to receive instructional material. It is more closure to traditional class room.

22. E.g IGNOU lecturers are delivered through TV channels like Gnan Dharsan and INC is conducting contact classes for Ph.D nursing via videoconferencing at six centers in India Advantages : 1. Lectures and lesson are delivered at same time to distant places, which ensures uniformity in delivery systems. 2. Enhances Group building 3. Facilitating Brain- Stroming and decision making

23. 4. Co-operative learning. 5. Promotes skill in discussion among learner 6. Feeling of Social isolation is reduced. 7. Discussion is possible in terms of written words.

24. Disadvantages: 1. Scheduling same time to multiple participants would be difficult. 2. Requirement of greater Financial and personnel resources. 3. Adult learner will have heterogeneous in qualification and understanding would make difficult to prepare contents. 4. Cannot be suitable for learners from different time zones.

25. 2. Asynchronous Approach: The instruction is delivered at different points of time usually recorded videos, print materials etc. Learners have freedom to receive the instruction at their own time, space and pace. E.g Most of the universities follow this system by sending text materials, recorded multimedia materials to distant learner by post or email.

26. Advantages: 1. It does not require the participants share the time or space to contribute to or benefit from instructions. 2. Tailored to individual need and meeting individual differences. 3. Suitable to all learners living different time zones.

27. 4. Individual can read and understand the content at his own pace. 5. Recorded lectures and printed text materials will be viewed number of times which enhances retention of learning. 6. Learner can clarify their doubts through emails/post. 7. It is good for learner who has learning disabilities. 8. Online discussion boards will enhance interaction among learners

28. Disadvantages: 1. Social isolation of learner. 2. Lacks active interaction. 3. Cost is higher. 4. Lack of immediate clarification and evaluation of contents.

29. Instructional delivery systems in Distance Education

30. Factors to be considered in development of a distance education Programme in Nursing 1. Needs assessment : External factors and Internal factors Health care system Receptiveness of community and target group Support of councils and apex bodies in terms of recognition and accreditation

31. Congruency of distance education program with Mission, philosophy, organizational frame work of parent organization. Academic infrastructure, Clinical facilities, faculty expertise and resources availability. 2. Economic feasibility . Financial planning Cost effectiveness of the program Clear financial plan Self sufficiency

32. 3. Curriculum Congruency of the curriculum with regular programs of parent institution Comparability with other similar programmes . 4. Delivery model Type of delivery system Rationale of choosing particular model Cost related to the system Learning needs of students Faculty expertise Faculty development programmes “User friendly” for faculty and students

33. 5. Teaching and learning theories and Nursing values Preserving nursing values “caring, communications, professional socialization, moral and ethical values. 6. Evaluation methods Type of evaluation plan Relevancy of evaluation method to delivery system and objectives

34. Trends of Distance Education In India

35. Role of Distance Education Council: Distance Education Council plays a pivot role in maintaining standards of distance education in India. The major functions are, Lay down norms, guidelines and standards for offering various programmes of higher education through distance education system and prescribe physical and infrastructural facilities, staffing pattern and staff qualifications required for such programmes and enforce the same;

36. Grant recognition to programmes of higher education offered through distance education system within the country and/or outside; Act as a nodal authority for providing communication network, tools, technologies, radiobroadcast, telecast internet, satellite communication and the interactive technology relevant for distance education; iv) establish collaborative network of higher education institutions for joint development and/or sharing of educational resources; Lay down norms, guidelines and standards for regulating and monitoring online programmes .

37. Regulatory authority of Distance Education courses in Nursing: Indian Nursing Council and Distance Education Council are primary regulatory authorities to set standards, recognition and monitoring the distance Education programmes in Nursing in India.

38. Recommendations for Effective learning in distance mode

39. Challenges and issues in Distance education in Nursing Socio-economical factors: There is huge divide between urban and rural area in terms of technology development. Thus affects delivery system in distance education. Cost related to use these technology advancements is still an challenge to marginally lower socio economic learners. However, this issue is well taken care of by policy maker by establishing National Knowledge Network(NKN) , Toll free telephone numbers, e-governance centres,National Informatics Centers (NIC), free laptop/tablets, mobile application, Broad band connectivity to all villages etc.

40. 2. Technological challenges: In the era of scientific explosion, choosing a appropriate method fitting to all learner need still be challenge to institution offer distance education program. However, 3. Learner with disabilities: It is not well addressed in the traditional and distance education system. Use of technology and modalities to suit the all type of disabilities is still a challenge. However, this can be solved by magnifying screen/monitors, Bralie printer, Text-to-speech software,Translation software, modified key board,and mobile application.

41. 4. Language barrier and diverse cultural patterns 5. Faculty workload 6. Incentives and recognition of faculty and students. 7. Intellectual property and patent issues: The ownership of programmes is still controversial. University as primary funding agencies is higher proportion to hold the ownership than the faculty.

42. 8. Attitude towards innovation and change: Still people believe that traditional system is the best and only system; such believes causes resistance to change and accept the innovation. Lack of research related information is also the key for resistance and acceptance of distance education. 9. Transactional distance: The psychosocial distance between faculty and learner act as challenge in inculcating nursing values and attitude change.

43. 10. Imparting skill and values: Nursing is practice discipline and attached with various values. Imparting skills and values are still a challenge in distance education in Nursing. This challenge may overcome by on-campus visit, availability of preceptors, clinical posting and training under direct supervision of faculty/preceptor in accredited hospitals.

44. 11. Recognition and accreditation: Accreditation and recognition of distance education courses are still remain as issue in India. There is lack of common understanding between apex bodies and councils. Many state nursing councils do not consider distance education courses as recognized qualification. These cause hesitancy among nurses to undergo distance education courses in India

45. Journals reference Horne EM, Sandmann LR, Current trends in systematic program evaluation of online graduate nursing education: an integrative literature review. J Nurs Educ. 2012 Oct;51(10):570-6. Cartwright JC, Menkens R , Student perspectives on transitioning to new technologies for distance learning, Comput Inform Nurs . 2002;20:143-9

46. summaries my topic Introduction Definition History Aims and objectives Characteristics and modals Approaches factors Role and trends Challenges and recommendation