Challenging Assumptions About Faculty Resistance to Online Learning for Prelicensure Baccalaureate Nursing Programs

• In Event: AERA Roundtable Session Thursday 8:00 am Four Seasons Ballroom 4
  In Roundtable Session: Technology in Health Professions Education (Table 8)

Abstract

The U.S. needs more skilled nurses. Flexible online programs have the potential to attract underserved student populations; however, some educators question their effectiveness, particularly for clinical licensure programs. This skepticism could contribute to why there are fewer than 50 CCNE-accredited online Bachelor of Science in Nursing programs. This study analyzes survey data from 834 participants across 655 universities to explore faculty perceptions of online learning and their willingness to teach online. Findings indicate that while faculty may have doubts about the effectiveness of instructing clinical outcomes online, their reluctance to teach in online programs might be misunderstood. Addressing faculty concerns could lead to the development of high-quality semihybrid programs, ultimately attracting faculty and students and reducing the nursing shortage.

Authors

• Christine Valadez, Marymount University

• Paula Cristina Azevedo, Marymount University

• Carol Ann Smyth, North Shore Schools

• Anna M. Macedonia, Marymount University