|
Going
the Distance
|
||||
|
By
Denise Henry Inflexible work schedules, family demands, and long-distance travel requirements often make the idea of attending college seem impossible to practicing healthcare professionals. But is it? Enter the technological age. Nontraditional options like interactive teleconferencing and Web-based courses are increasingly attractive to healthcare practitioners who don’t have time for the on-campus route. These unconventional alternatives enable students to receive instruction toward baccalaureate, master’s, or doctoral degrees from their home PC or from university satellite sites near their homes or jobs. But as tempting as these programs are, prospective students should evaluate them thoroughly before they dive in. “Don’t get blinded by the technology. A sound program is a sound program. Before you sign up, talk with people in the program who can tell you precisely what you would be getting into,” suggested Dorothy Stuppy, PhD, RN. Stuppy, an associate professor at the University of Texas at El Paso College of Nursing and Health Sciences, teaches a cooperative doctoral program course via interactive television with Internet links. She said prospective students should ask about the course schedule, on-campus or chat room requirements, registration procedures, and textbook and library resource access. Scholarship and loan availability, cost, full- and part-time options, and the relevance of the program goals to your professional aspirations must also be taken into account, Stuppy said. In addition, it is important to consider the distance between the student and the educational institution. “Some distance programs, particularly if they’re out of state, are very expensive and might require students to travel to a particular location for clinical work. You have to be very careful to make sure the clinical component is local,” said Pat Allen, EdD, RN, associate professor and site coordinator for Prairie View A&M University in Houston, which provides BSN completion classes using interactive videoconferencing. Evaluating programs Likewise, your access to faculty should be a top consideration when evaluating nontraditional education, particularly distance programs. “Students should know what kind of interaction they are going to have with faculty and with each other,” said Carolyn Gunning, PhD, RN, dean of the Texas Woman’s University College of Nursing, Denton campus. “In a profession like nursing, interpersonal skills are most important ... Students must ensure the program provides interaction electronically and face-to-face.” Satisfactory passing rates among former students and competent, highly qualified faculty also typify a solid distance education program. Faculty members not only need academic competency but also technological know-how to effectively teach courses in which technology plays such an important role. “Ask to see faculty names and check online library services to make sure they have been publishing,” suggested Michael A. Carter, DNSc, professor and dean of the University of Tennessee-Memphis College of Nursing, which offers the nation’s first online doctorate of nursing science program. “Faculty members should have resources to help them understand how to change their teaching in light of what technology can do.” No matter what type of program, the educational content and outcome should remain the same whether you receive instruction in a traditional classroom or from your home PC. “We are making use of high technology but should not compromise on quality,” said Betty Adams, PhD, RN, associate dean of the Texas Woman’s University College of Nursing. “Excellence in education and expectation of high outcomes should be the bottom line.” Reputation is everything Professional education programs, in general, should have a solid reputation, successful track record, and appropriate accreditation. “Make sure the program has regional or specialty accreditation. The easiest way to find out is to ask the school if it offers federal financial aid,” Carter said. Institutions with nursing programs that offer distance education should also have accreditation from the National League for Nursing Accrediting Commission (NLNAC) or the Commission on Collegiate Nursing Education (CCNE), an autonomous arm of the American Association of Colleges of Nursing. “When a recognized nursing program decides to go into distance education, that’s a change in the way it delivers content. They must send us the particulars about their program such as how it will be funded, how students and faculty will be trained, how students will be assured access to library resources, and so on,” said NLNAC Executive Director Geraldine Felton. “When we accredit nursing programs, distance education must meet the same standards as traditional education,” added CCNE Director Jennifer L. Paup. In addition, the Texas Board of Nurse Examiners must approve nursing programs. Full BNE accreditation means that a nursing education program meets the board’s legal and educational requirements. Only BNE-accredited nursing educational programs can admit students and only BNE-accredited nursing program graduates are eligible to take the NCLEX-RN. Finally, educational resources and services of a distance education program must meet the same standards as those of the main campus, according to the Texas board. |
