Abstract
This evidence-based educational project was to facilitate nursing students’ learning and mastery of course outcomes by using a variety of technological applications for online nursing courses. Nursing faculty were challenged by the Academic Computing Department to improve student’s engagement and satisfaction for their online courses. The Center of Academic Excellence at the university provided a 3-day course to learn about the variety of technology tools available to engage students in an online course. Online course nursing faculty used the technology tools to re-design their online courses using reverse course design. A variety of technology tools addressed the learning styles of nursing students as well as motivated them to participate online. These technological tools made the online course more meaningful to the students by encouraging collaborative-based learning peer interactions. Nursing faculty found the use of interactive technology in an online nursing course, fostered nursing students learning, engagement, and satisfaction.
Online course nursing faculty were very satisfied integrating a variety of technology tools to engage their online nursing students in meaningful learning. Collaborating with the Academic Computing Department provided a positive experience for online course nurse faculty to revise their online course to engage their students. Nursing students were satisfied and became more engaged in the online course activities to achieve successful completion of their course. Using the technology tools, online nursing students were able to learn together and from each other. Both nursing faculty and students developed strong connections with the use of technology tools in an online course.
 Online course nursing faculty should assess technology tools that are available to engage the 21st century learner. Nursing faculty should select the technology tool based on the course outcome they are trying to achieve. A variety of technology tools should be integrated into online nursing courses for nursing faculty and students to achieve successful course objective outcomes as well as active participation.
Sigma Membership
Mu Chi
Type
Poster
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
faculty, online class, technology tools
Recommended Citation
Bautista, Cynthia A., "Everything is Alright: Teaching an Online Nursing Course Using Technology" (2017). INRC (Congress). 141.
https://www.sigmarepository.org/inrc/2017/posters_2017/141
Conference Name
28th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Dublin, Ireland
Conference Year
2017
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Acquisition
Proxy-submission
Everything is Alright: Teaching an Online Nursing Course Using Technology
Dublin, Ireland
This evidence-based educational project was to facilitate nursing students’ learning and mastery of course outcomes by using a variety of technological applications for online nursing courses. Nursing faculty were challenged by the Academic Computing Department to improve student’s engagement and satisfaction for their online courses. The Center of Academic Excellence at the university provided a 3-day course to learn about the variety of technology tools available to engage students in an online course. Online course nursing faculty used the technology tools to re-design their online courses using reverse course design. A variety of technology tools addressed the learning styles of nursing students as well as motivated them to participate online. These technological tools made the online course more meaningful to the students by encouraging collaborative-based learning peer interactions. Nursing faculty found the use of interactive technology in an online nursing course, fostered nursing students learning, engagement, and satisfaction.
Online course nursing faculty were very satisfied integrating a variety of technology tools to engage their online nursing students in meaningful learning. Collaborating with the Academic Computing Department provided a positive experience for online course nurse faculty to revise their online course to engage their students. Nursing students were satisfied and became more engaged in the online course activities to achieve successful completion of their course. Using the technology tools, online nursing students were able to learn together and from each other. Both nursing faculty and students developed strong connections with the use of technology tools in an online course.
 Online course nursing faculty should assess technology tools that are available to engage the 21st century learner. Nursing faculty should select the technology tool based on the course outcome they are trying to achieve. A variety of technology tools should be integrated into online nursing courses for nursing faculty and students to achieve successful course objective outcomes as well as active participation.