Online Versus Traditional Nursing Education: Which Program Meets Your Needs?

Over the last decade, there has been talk of an impending shortage of nurses. Even in light of the economic downturn, the soaring demand for more educated nurses is expected to continue as baby boomers age and health care coverage expands. For nurses who are entering or are in the field already, this demand presents an excellent opportunity to advance their careers and expand their knowledge.

So what is the logical next step? Often, it is to obtain an advanced degree. Once the decision to pursue higher education has been made, the next question is where to enroll. As online degree programs have increased in popularity over the last few years, many prospective students may wonder about the similarities and differences between online and traditional nursing programs. Before making your decision, consider what type of institution and program will best suit your needs and situation.

Benefits of an online education

Many nurses say the primary reason they chose an online program is because of the convenience and flexibility. Online learning offers students who are trying to balance a family, career, and other commitments the opportunity to earn a degree without sacrificing their other interests and obligations. An online nursing program may also offer a wider variety of degrees than a local university—if a local university is even an option. Especially in rural areas, the distance and time to travel to a brick-and-mortar institution may make this option impractical.

Another benefit of online learning is the asynchronous environment. In an asynchronous learning environment, students can participate at their convenience instead of being limited to participating at the designated location and the time when a class is offered. In the online format, students can generally post their homework and contribute to discussions when it works best for them. This is an especially important benefit to nurses who work shifts that potentially preclude them from attending traditional classes.

Some nurses believe that enrolling in an online program means losing out on the networking and interaction opportunities that occur in a traditional classroom. While it is true that actual face-to-face interaction is limited, nurses still have the opportunity to connect and network with other professionals online. The online setting also allows students to network with classmates and faculty from across the country and potentially around the world. As a result, nurses have the opportunity to hear about what’s happening beyond their local area, as well as benefit from the practical experience and knowledge shared by colleagues in other locations. The ability to connect with professionals from different practice settings and to share experiences and challenges is also cited as a unique feature of online learning. And other student resources, such as career advisement and even tech support, are typically as accessible and readily available via online universities as traditional.

Face time

While it may be the solution for some, online learning isn’t for everyone. There are students who want or need a traditional learning environment. For instance, an online classroom lacks the nonverbal cues that visual learners prefer. Some students simply need the face-to-face interaction. Many feel most comfortable having conversations in person and not over the phone or via an online discussion.

In addition, online and traditional nursing programs have different communication styles. On the job, nurses are taught to be succinct in their writing style because of the volume of required documentation in electronic records and because much of their work is done via checklists. Nurses who choose online education participate in a more intensive writing program than traditional education offers, since nearly all of the communication online occurs in written form. Prospective students should keep their personal communication style and preferred learning format in mind when selecting a program.

For both traditional and online nursing programs, practicum or clinical experience is required. However, practicum arrangements vary by degree program as well as by institution. Undergraduate practicums in face-to-face programs are usually arranged by the institution, while undergraduates in online programs typically propose the facility and preceptor. For graduate practicums, the trend for both online and face-to-face programs is for the student to propose their facility and preceptor.

No back row

Class participation is a very different dynamic in an online program versus a traditional program. In a traditional classroom, faculty members typically lecture, and grades are often based on exams and papers rather than on classroom participation. On the other hand, an online program places greater emphasis on participation: everyone participates in discussions by posting their thoughts—there is no back row.

The asynchronous online environment is an unexpected benefit for many students, because it allows students to think about what they want to say before they actually say it. Online students have time to reflect on the discussion, and they are actually more engaged. Traditional students who fear public speaking tend to stay silent in class, whereas an online setting can help build confidence in shy individuals or help those for whom English is a second language compose their thoughts before speaking.

Above all else, quality

Regardless of the delivery method, it is important that students find a quality nursing program. When researching which program or type of institution is best, one of the first things prospective students should check is the accreditation. The program should be accredited by either the National League for Nursing Accrediting Commission (NLNAC) or the Commission on Collegiate Nursing Education (CCNE). Additionally, the school should also have a Higher Learning Commission (HLC) accreditation if it offers doctoral programs, as Ph.D. programs are not NLNAC- or CCNE-accredited.

Another consideration when choosing a nursing program is to look at the level of faculty preparation and experience. Faculty credentials are important, and faculty members should be teaching in their areas of expertise—as established through both academic preparation and experience. Faculty members should be experts, and they should be certified in their areas of practice.

For an online nursing program in particular, it is important to see how long the institution has been in the business of teaching and offering classes online. Many schools are now offering classes online, but that doesn’t mean that their classes are designed for a truly online experience. To provide a high-quality online nursing program, it is necessary for the school to have expert instructional-design knowledge as well as the technology support that online students need.

Above all, prospective nursing students need to be diligent and research the institution. Talk to an enrollment advisor about the program and the various resources available. Also, reach out to faculty members and current students, as well as alumni who have gone through the program. Ask them questions about their experience, course content, and how the degree has helped them succeed. Prospective students can also check out benchmarks with the American Distance Education Consortium (ADEC), the American Federation of Teachers (AFT), and the National Education Association (NEA) to see if the institution they are interested in enrolling in is meeting those benchmarks.

At the end of the day, there is no significant difference between student outcomes for traditional and online nursing programs. Both can provide a rewarding learning experience, but, ultimately, it is up to the student to determine which program and delivery method are best suited to his or her current situation and needs.

Current Nursing School Diversity Efforts

Current Nursing School Diversity Efforts

In today’s global society, nurses care for patients with diverse cultural backgrounds and varied expectations about the role of health care in their own lives. Though often unintentional, cultural insensitivity by health care staff can hinder a positive patient experience—and even physical health. As the role of medicine and nursing practices vary greatly from culture to culture, nursing schools are strengthening their efforts to attract more minority students and diversify the nursing workforce.

Why is it important to attract underrepresented groups into nursing? According to the U.S. Census Bureau, individuals from ethnic and racial minority groups accounted for more than one third of the U.S. population (37%) in 2012, with projections pointing to minority populations becoming the majority by 2043. A 2013 survey conducted by the National Council of State Boards of Nursing  and The Forum of State Nursing Workforce Centers found that nurses from minority backgrounds represent approximately 17% of the registered nurse workforce: African Americans 6%; Asians 6%; Hispanic/Latinos 3%; American Indian/Alaskan Natives 1%; and Native Hawaiian/Pacific Islanders 1%.

Jan Jones-Schenk, DHSc, RN, NE-BC, national director for the College of Health Professions at Western Governors University, believes that achieving greater health in our nation depends on having health care providers that “are like” the patients we care for in ethnicity, culture, and other demographics.

“The insights and understanding [that] people of like cultures and backgrounds can bring to the health care experience are difficult, if not impossible, to teach,” says Jones-Schenk. “The shared, lived experience can create a bridge for understanding and improving patient and family acceptance and engagement in health-related activities and behaviors.”

By using a combination of targeted outreach programs, eliminating cultural barriers, and preparing students to treat diverse populations, nursing schools are rising to meet the challenge of expanding student diversity and promoting a diverse image of the nursing profession.

Recognizing the Need

Numerous schools are looking at strengthening their recruitment through outreach campaigns that serve to develop community partnerships with culturally diverse organizations and geographical areas. Last year, the University of Delaware School of Nursing won a three-year, $1 million grant from the federal Human Resources and Services Administration to enhance nursing workforce diversity. The purpose of this grant is to implement an innovative and comprehensive recruitment and retention model that will help increase the diversity of the nursing student body, as well as foster a welcoming environment that promotes interest and success for underrepresented minority and disadvantaged students.

The Nursing Workforce Diversity (NWD) grant funds nine undergraduate nursing students from underrepresented minorities and from economically disadvantaged or educationally disadvantaged groups. Current NWD scholars hail from four different countries; six have parents who were born outside the United States; and the participants speak six languages among them: Spanish, Tagalog, Korean, Shona, German, and English.

“Enhancing nursing student diversity contributes to the value of every student’s learning experience, as each person brings their own unique cultural and ethnic backgrounds to the classroom with discussions and interactions that serve to enrich and enlighten everyone’s academic, professional, and personal development,” says Kathy Kump, RN, MSN, MHSA, CWOCN, FNP-C, the director of nursing at Ottawa University. “This will positively impact the needs of all individuals in our culturally rich and linguistically diverse society that complements the demographics of our current population.”

Encouraging Diversity

Removing barriers that may have historically prevented culturally diverse nurses from entering the workforce is an effective tool in diversifying the nursing student population. While Chamberlain College of Nursing does not have a program specifically for Arab American students, in an effort to address their unique cultural needs, Chamberlain College introduced the concept of Chamberlain Care, which encourages colleagues to consider the whole student and not just his or her academic needs.

As an example of Chamberlain’s focus on students, after noticing a number of Arab American student nurses enrolled in the nursing program, one professor contacted the executive director of the National American Arab Nurses Association and helped coordinate a workshop for students and colleagues to gain greater understanding of the cultural differences of the Arab American community. Additionally, for an upcoming clinical course, Arab American students who wear hijabs and long, modest skirts daily requested to wear an alternative to the standard scrub pants. The campus dean, student services advisor, and clinical coordinator worked together to identify a long, scrub dress option that complied with the students’ needs while also meeting the clinical site’s requirements.

“It is a priority at Chamberlain College of Nursing to prepare student nurses to enter the workforce with the knowledge and skills to provide extraordinary care, help our students identify resources that will help them feel more comfortable in their future profession, and engage with peers in different ways outside of the classroom,” says Jaime Sinutko, PhD, MSN, RN, the dean at Chamberlain College of Nursing’s Troy Campus. “We are all vested in all our students’ positive outcomes.”

Preparing Students to Treat Diverse Patient Needs

Central to any nursing school is preparing nursing students to treat diverse patient needs and develop empathy in the workforce. As part of the RN-to-BSN curriculum, Ottawa University offers a Nursing and Cultural Diversity in Healthcare course, which assists the student in improving cultural awareness, cultural sensitivity, and cultural competency as a nursing professional. The course examines how cultural diversity affects health beliefs, health care behaviors, and health/illness dynamics.

“Each week, the student is introduced to diverse population groups through lecture, discussions, videos, and case studies in order to expand their understanding and appreciation of various health care beliefs and health care behaviors in our society,” explains Kump. “It is also designed to prepare students to better implement and evaluate individualized plans to improve health care delivery in today’s global, but increasingly smaller, world.”

In addition to this specific class, Kump says they emphasize cultural competency as a foundation and continuing theme in each course throughout the nursing curriculum and highlight the importance of this competency not only in course objectives, but in the program’s overall learning outcomes, as well.

Bridging the Gap: Preparing the Nursing Leaders of Tomorrow

The current health care crisis is multifaceted, ongoing, and incredibly significant to those within the profession. The reform the country is currently experiencing came as a result of several factors: high cost of treatment, ineffective payment methods, and millions of uninsured Americans in need. Though these problems have begun to enter the national conversation, there are still many issues that need to be addressed and fixed.

Nurses are often referred to as the front line of the health care system—meaning that the changes occurring on a national level will affect them directly, perhaps even first. With the coming reform, health care facilities and their nursing staff must account for slashed budgets, reduced personnel, and political pressure. Moreover, President Obama recently set aside more than $36 billion to create a nationwide network of electronic health records—a massive undertaking that will require a combination of proven communication skills and strategic management to implement, use, and manage.

In addition to these changes, the population is aging, Medicare funding is in jeopardy, and the nursing shortage is projected to grow to one million by 2020. As the public gains access to health care, the lack of nurses will be felt even more acutely.

Nurses must equip themselves with the skills necessary to manage and help solve these crises.

The next generation of nursing leaders will be charged with placing an emphasis on interpersonal and interdepartmental communication—translating and acting as a diplomat between the clinical and business sides of health care institutions. Nursing leaders must have a strong working knowledge of clinical practice and the business of health care, all within an everchanging political arena. Nurses holding both a Master of Science in Nursing (M.S.N.) and a Master of Business Administration (M.B.A.) will be better equipped to understand both sides of the equation.

This may be unfamiliar territory for the nursing profession. Executives must be able to identify key health care trends, watch regulatory rules and legislation—and be able to implement changes within their own organization based on these findings.

Dual degrees in nursing and business help nurses manage these responsibilities in more ways than one could count. Registered nurses are not generally educated in the business side of health care, and while a Bachelor of Science in Nursing is excellent preparation for nursing clinical practice, patient care is far removed from the fiscal responsibility of bringing consumption and cost to sustainable levels. A business-trained leader, such as an M.B.A.-prepared executive, may be able to provide financial analysis of factors associated with treatment, providing the cost in real dollars and highlighting areas of strength or problematic gaps. Yet, while that training may prove invaluable in discovering economic stopgaps, understanding financial problems is not effective in providing a cost benefit unless a clinical solution can be found as well. Therein lies the primary benefits of obtaining dual M.S.N./M.B.A. degrees—understanding and linking both sides of health care.

M.S.N./M.B.A. programs aim to prepare students for mid- to upper-level management roles in health care organizations, including chief nursing executives, nursing managers, nursing supervisors, nursing educators, nursing informaticists, nurse practitioners, clinical nurse specialists, and more. According to the Centers for Medicare and Medicaid Services, by 2015 health care costs will hit $4 trillion and account for 20% of the U.S. economy. By 2012, the number of nursing executives is expected to increase faster than most health care professions. Still, in today’s diffi cult economic environment, being as educationally competitive as possible is key to securing a position as a nursing executive.

Employers will be looking for nursing executive candidates skilled in communication and conflict resolution, leaders who have the ability to cultivate an ongoing conversation between patients, staff, and administration. M.S.N./ M.B.A. degree programs also generally provide more targeted business preparation, training students in areas such as relationship management, organizational leadership, business relations, and change management—skills which are more crucial now than ever.

Class work, prerequisites, clinical requirements, and other details of these dual degree programs vary widely. Students may obtain their dual degree at one school or through articulation agreements between two distinct schools of nursing and business. Accelerated programs often combine these studies even further, saving students both time and money. At Chamberlain College of Nursing, courses such as Leadership Role Development, Health Policy, and Informatics prepare graduates to serve as effective nursing leaders, able to understand the politics and decisions inherent in health care leadership. Business studies, including Managerial Accounting, Marketing Management, and Business Economics help students develop strong analytical abilities, understand health care economics, learn to resolve organization and business issues, execute health care strategies, and foster communication and interpersonal skills.

In order for the health care field to flourish in the face of a continuing recession and monumental policy changes, the profession must seek out and support individuals prepared for both the monetary and clinical challenges. The time for aspiring health care leaders to gather the knowledge and credentials they need is now. The industry’s success depends just as much on cost savings as on the finite resources vital to maintaining crucial care—namely, the people and practices that allow health care to function. Future nursing leaders must further prepare themselves to manage every facet of the coming changes to the industry, including attaining knowledge of both the business and the science of health care.

The Willie and Louise Wheeler Scholars in Need Scholarship

In honor of the Wheeler family, this scholarship rewards $250 to one male and one female recipient who demonstrate need and are in good standing at their educational institution. This award can be used for personal as well as educational expenses.

Applicants should submit a letter of recommendation from a professor and write a brief essay that demonstrates why they should receive this award or how the award could reduce some financial stress on their household. The essay should be creative and explain the sacrifices the student’s family is making for the applicant’s educational opportunities. A winner will be selected by the Impact Christian Family Ministries. There is no age limit. Please send submissions to The Willie and Louise Wheeler Christian Family Center at 2155 Central Avenue, Cincinnati, Ohio, 45214 by July 1, 2011.

Hispanic nursing students: a recruitment priority

In Oklahoma, the minority population is increasing faster than the majority, but its nursing workforce does not reflect this trend.

In hopes to better mirror the state’s growing Hispanic population, Oral Roberts University places a special emphasis on recruiting Hispanic students.

Dr. Kenda Jezek, Dean of the Anna Vaughn College of Nursing, says the rapidly increasing Hispanic population has made recruitment in this community a priority.

In order to more effectively do so, the University recently opened the ORU Hispanic Center, the first of its kind not just in Oklahoma but at any Christian university in the nation. The center will be a place for Hispanic students, and prospective students in general, to access resources to help them achieve academically at ORU.

In 2009, 31% of the nursing majors were of an ethnic minority. That same year, the School of Nursing celebrated 100% of its 2009 graduating class passing the National Council Licensure Examination for Registered Nurses.

In order to encourage more students to study nursing, ORU is also developing a partnership with local high schools that have high Hispanic and African American representation in their student bodies. As a part of the program, ORU nursing students will teach health services and assist students with lab projects.

Oral Roberts University, as the Senior Educational Partner of the Hispanic Evangelical community, is committed to reflecting the multiethnic culture around them, said Reverend Samuel Rodriguez, President of the National Hispanic Christian Leadership Conference.

ORU believes that increasing diversity and culture on campuses across the country will enrich and empower communities around the world.

Ad