RN to MSN Program In Nursing Education Vanderbilt University School of Nursing and Distance Education
The Vanderbilt University School of Nursing is known for its innovative approaches to distance education, particularly for registered nurses (RNs) enrolled in advanced programs such as the RN to MSN track. Given that most RN students have significant social role commitments—such as work and family responsibilities—distance education offers a flexible learning environment that supports their needs (Gomez et al., 1998).
RNs often juggle multiple roles, including those of parents and spouses, making the flexibility of scheduling and learning location crucial for success (Krawczyk, 1997). Vanderbilt’s distance education approach focuses on creating a balance between professional and personal commitments, ensuring that students can meet their academic goals without compromising their responsibilities outside the classroom.
Learner Characteristics Supporting Distance Education
Adult learners, particularly working RNs, possess unique characteristics that make them well-suited for distance learning. These characteristics include:
- Desire for independence: Adult learners value autonomy in their education and prefer self-directed learning environments (Gomez et al., 1998; Herrin, 2001).
- Self-motivation: Distance learners are often driven by intrinsic motivation and take initiative in setting their learning goals and objectives (Koeckeritz et al., 2002).
- Relevancy of knowledge: Adult learners tend to value learning that is directly applicable to their work and personal lives. Integrating new skills with prior knowledge strengthens their learning experience.
- Positive response to active learning: Engaging in collaborative and interactive learning activities enhances the learning process for adult students (Ryan et al., 2004; Sternberger, 2002).
Distance education fosters independence and autonomy, which adult learners prefer. It also promotes self-directed learning, allowing students to identify their own learning needs and work toward specific objectives. Collaborative learning is encouraged through online forums and group activities, where students contribute to content creation and problem-solving exercises (Cragg, 1994). Additionally, RN students apply their problem-solving skills to new learning situations, reinforcing their understanding and enhancing retention.
In the context of nursing education, the active learner model is essential, as distance programs have been shown to increase RN enrollment in BSN programs and beyond (Gomez et al., 1998). As more institutions adopt online education, the focus shifts toward using the Internet for content delivery and engagement, resulting in a paradigm shift in higher education (Ryan et al., 2004).
Integrated Synchronous and Asynchronous Instructional Design in Distance Education
Distance education at Vanderbilt has embraced a blended approach that incorporates both synchronous and asynchronous instructional methods. This strategy allows for flexibility while maintaining the rigor and interaction necessary for effective learning.
Synchronous Learning
Synchronous learning refers to real-time interaction between instructors and students, often through virtual classrooms or scheduled online meetings. Vanderbilt altered the traditional face-to-face format by offering 4-5 day block classes throughout a 14-week semester, allowing for periodic in-person interactions. This structure maintains the benefits of direct instructor-student interaction while reducing the need for frequent travel.
Asynchronous Learning
Asynchronous learning occurs when students engage with course materials on their own schedules. Vanderbilt employs various asynchronous formats, such as:
- Compact discs (CDs) containing lectures, voice-over PowerPoint (VOPP) presentations, and demonstrations of psychomotor skills.
- Email communication, online conferencing, and preceptor-selected clinical experiences at local healthcare agencies.
- Synchronous chat rooms and discussion forums to maintain engagement among students and instructors.
These approaches ensure that students receive a well-rounded educational experience, with access to both self-paced learning materials and opportunities for real-time collaboration and feedback.
Course Structure and Content Delivery
In the first semester of the RN to MSN program, full-time students take five courses (14 semester credit hours) focusing on basic health assessment, critical thinking, professional role development, population health, and patient education.
- Health Assessment Course: The didactic content is delivered via CDs with demonstrations and VOPP lectures. Students practice these skills independently and return to campus for monitored lab practical exams.
- Critical Thinking and Professional Role Development: This course emphasizes lifelong learning, role socialization, and professional development. Journal writing and group projects foster critical thinking and peer collaboration, which are essential for professional growth.
- Population-Based Health Care: Students learn about health promotion and disease prevention through online lectures and journal articles. Group discussions are facilitated via online conferencing platforms.
- Patient Education: Face-to-face lectures and experiential learning activities teach students to design and implement patient education strategies, enhancing their ability to promote behavior change in patients.
- Human Experience of Health and Illness: This course focuses on chronic and complex health conditions across the lifespan. Students complete online assignments and assessments, with immediate feedback provided after each exam.
Clinical Practice and Preceptorship
A key component of the RN to MSN program is the clinical experience, which provides opportunities for students to apply theoretical knowledge in real-world settings. During the first semester, students spend 70 clinical hours with advanced practice nurses or physician preceptors of their choice, who are approved by the faculty. This partnership fosters professional socialization and allows students to gain insights into advanced nursing roles (Billings et al., 2001; Bolan, 2003).
Evaluation and Feedback
The evaluation methods used in the program are diverse and include quizzes, lab practicals, case studies, personal improvement projects, and computer-administered exams. Students are required to submit clinical reports, histories, and physical write-ups to faculty for feedback, ensuring that they receive comprehensive, real-time input on their progress.
Role of Technology
Technology plays a significant role in delivering course content and facilitating interaction. Vanderbilt uses a range of tools, including:
- CDs for content delivery
- Email and online forums for communication
- Online conferencing and chat rooms for group discussions
- Computer-administered exams with instant feedback on performance
The use of technology allows students to engage with course materials and instructors at their convenience while fostering a sense of community and collaboration among peers.
Professional Socialization and Leadership Development
The RN to MSN program emphasizes the importance of professional socialization, encouraging students to engage in activities that promote leadership and mentorship. For example, group presentations and leadership forums provide students with opportunities to demonstrate their leadership skills, collaborate with peers, and discuss ethical and professional issues in nursing practice.
By integrating both synchronous and asynchronous learning strategies, Vanderbilt provides a flexible yet rigorous educational experience that meets the needs of working RNs. The program design ensures that students develop the clinical, critical thinking, and leadership skills necessary for success in advanced nursing practice.
Conclusion
The RN to MSN program at Vanderbilt University School of Nursing leverages distance education to accommodate the unique needs of adult learners, particularly those with significant professional and personal responsibilities. By combining synchronous and asynchronous learning methods, Vanderbilt ensures that students receive a high-quality education that promotes independence, critical thinking, and professional socialization.
Through the use of technology and innovative course design, the program fosters active learning and encourages students to apply their knowledge in real-world settings. The integration of clinical practice and leadership development prepares RN students to transition into advanced nursing roles, while maintaining the flexibility required for working professionals.