Distance Education In Nursing Institutes Distance Education in Nursing
Distance education in nursing began in 1972 with the University of Mississippi Nurse Midwifery Educational Program and has steadily grown to become a significant aspect of nursing education. By the late 1990s, distance and online education experienced rapid expansion, with many educational institutions adopting these methods to broaden access to learning. In the 2000-2001 academic year, 2.9 million students were enrolled in for-credit distance education courses, according to the National Center for Education Statistics (Kiernan, 2003).
The primary reasons for the adoption of distance and online education in nursing were to:
- Improve access to educational opportunities for students who might not otherwise have the chance to pursue nursing education.
- Keep the cost of education reasonable, especially for public educational institutions.
Technological advances have greatly influenced the way nursing education is delivered, particularly for rural areas where students have less access to traditional in-person programs. Distance education has played a crucial role in providing nurses with more opportunities to advance their careers and expand their knowledge base. This is particularly important in states like South Carolina, where nurses are geographically dispersed, and graduate programs in nursing are fewer compared to urban areas.
Distance Higher Education in Nursing Institutes
In rural states and less populated regions, access to higher education programs is often limited. South Carolina, for instance, has only three major public universities offering nursing baccalaureate and graduate programs:
- University of South Carolina (USC) system
- Medical University of South Carolina (MUSC)
- Clemson University (CU)
These institutions are located in different regions of the state, with satellite campuses to improve accessibility. Despite the central locations of these universities, rural areas remain underserved, making distance education a vital tool for increasing the availability of nursing education.
Distance Education Nursing Programs
South Carolina has multiple nursing programs, ranging from LPN and ADN to BSN levels. At the graduate level, USC, MUSC, and Clemson University offer master’s and post-master’s programs in various specialties. Both USC and MUSC also offer PhD programs in nursing, and USC provides a Doctor of Nursing (ND) degree as well.
University of South Carolina’s Distance Education History
The University of South Carolina (USC) has a long-standing history of distance education dating back to the 1930s when the College of Independent Studies began offering correspondence courses. Today, USC offers a wide range of distance education courses in fields such as:
- Nursing
- Education
- Public health
- Business administration
- Library and information science
- Engineering
The largest unit responsible for delivering distance education at USC is the Department of Distance Education and Instructional Support (DEIS), located at the central campus in Columbia, South Carolina. Each semester, over 100 courses are offered to degree-seeking students through various delivery formats, including:
- Digital satellite broadcasts (one-way video, two-way audio)
- Videoconferencing
- Videocassettes, CDs, DVDs
- Print materials
- Online technologies
Popularity of Distance Education Technologies
Among the available technologies at USC, digital satellite broadcasts remain one of the most popular choices for delivering distance education. South Carolina Educational Television (ETV) has partnered with USC to deliver live televised courses, reaching students across the state. This method is particularly advantageous because it requires little course redesign while allowing instructors to update content regularly.
Satellite broadcasts are especially beneficial for students in rural areas who may not have access to broadband internet. The network of viewing sites developed across the state ensures that students can participate in these courses without needing specialized equipment.
However, this model of distance education has some limitations:
- The synchronous nature of live satellite broadcasts is less convenient for students with family or work commitments.
- Television-based distance education can be less engaging than other forms of online learning, as it often lacks interactive elements.
Blended Use of Multiple Technologies
Most distance education courses at USC use a combination of technologies, blending live broadcasts with other asynchronous and synchronous learning tools. This approach allows instructors to use a variety of teaching methods, which has been shown to improve student learning outcomes.
For example, USC implemented the Blackboard course management system in 1999 to enhance its distance education programs. Blackboard enables instructors to:
- Create online courses without needing in-depth technical knowledge of HTML or coding.
- Facilitate synchronous and asynchronous discussions.
- Post course materials, manage assignments, and distribute grades online.
Since the adoption of Blackboard, the number of online courses and programs has steadily increased. Today, most academic departments at USC use Blackboard to support their courses, and several degree programs are either partially or fully available online.
Future of Online Learning at USC
A survey of USC’s distance education students conducted in 2003 indicated that 25% of students participated in online learning, a threefold increase from the previous year (Hogue, 2003). The trend toward online learning continues, with USC planning to enhance its existing programs by integrating more online and hybrid delivery models.
Distance Education and Nursing Programs
While the number of fully online degree programs at USC is still limited, there is growing interest among academic departments to launch additional online degree and certificate programs in the near future. These programs aim to meet the needs of working nurses, especially those in rural areas, who may not have the flexibility to attend traditional on-campus classes.
In particular, RN-BSN and RN-MSN programs offered through distance education are gaining momentum. These programs allow registered nurses to continue their education and advance their careers without having to leave their jobs or relocate. In the future, USC and other institutions may shift toward offering more accelerated programs, such as BSN-to-PhD pathways, to meet the demand for advanced practice nurses and nurse educators.
Conclusion
Distance education has become a critical tool for expanding access to nursing education, particularly in rural areas where traditional educational opportunities are limited. With the advancement of technologies like digital satellite broadcasts, videoconferencing, and online platforms such as Blackboard, nursing programs can now reach students who would otherwise be unable to pursue their education.
As online learning continues to grow, schools like the University of South Carolina are embracing the opportunity to offer flexible, high-quality nursing education to a diverse range of students. The expansion of distance learning programs, particularly at the RN-BSN and graduate levels, will help address the nursing shortage while advancing the educational level of nurses across the country.