Web Based Courses In Nursing Education Introduction to Web-Based Courses

In the year 2000, Frontier School of Midwifery and Family Nursing (FSMFN) undertook the significant task of converting its paper-based curriculum into a fully web-based format. At the time, courses were delivered through paper modules, with assignments submitted via email and forums. However, the school recognized the need to transition to a more modern, user-friendly web platform to enhance student learning and engagement.

To achieve this, a design team was recruited, with Heather East, BA, appointed as the multimedia director. The goal was to develop an integrated web-based learning environment that would support interactive communication, course materials, and multimedia content delivery. Today, all FSMFN courses are delivered through a central web portal supported by various communication systems and interactive learning tools.

Web-Based Learning and Communication Systems

FSMFN’s web-based platform allows for seamless communication between faculty and students. Each course is supported by:

• Discussion forums for real-time interaction.
• Verbal course introductions, online chats, and PowerPoint presentations to enhance understanding.
• Mini-tests and educational games for interactive learning.
• Assignments submitted via email attachments, ensuring fast turnaround times for feedback.

The school’s website and communication system have fostered an online community that exchanges over 2,000 messages per day, creating a rich and engaging learning environment. This system is available 24/7, allowing students, faculty, and staff to stay connected from anywhere, at any time. Access to the platform is secure and restricted to the FSMFN community through a password-protected portal.

Financial Resources and Tuition Structure

FSMFN is primarily funded through tuition fees and student credit hours. The tuition rates are structured as follows:

• Full-time students: $350 per credit hour.
• Part-time students: $375 per credit hour.

Program Credit Requirements:

• MSN-CNEP track: 66 credits
• CNEP certificate: 60 credits
• MSN-CFNP track: 57 credits
• CFNP post-master’s certificate: 51 credits

Eighteen percent of FSMFN’s expenses are funded through the Frontier Nursing Service Foundation, which was bolstered by the Nurse Education Enrichment Drive (NEED), a highly successful fundraising campaign from the 1980s. This fund continues to provide financial support, allowing FSMFN to maintain affordable tuition rates for its students.

Additionally, the FNS Foundation manages 10 scholarship funds, offering annual financial assistance to students who meet specific criteria and apply. FSMFN has also received consistent support from the HRSA Division of Nursing Nurse Training Program for over a decade. Moving forward, the school plans to hire a dedicated development officer to further build its scholarship and financial resources.

Improving Student Retention

Addressing High Attrition Rates

In 2001, FSMFN identified student attrition as a major challenge, with the rate reaching an all-time high of 23%. To combat this issue, the faculty and administration collaborated with students to develop a comprehensive action plan aimed at improving retention rates.

Key initiatives included:

1. Reorganizing the student advisor role: Faculty members were transitioned from part-time to full-time positions, allowing for more dedicated student advising. This provided more personalized support to students, ensuring their needs were addressed.
2. Mi Amiga student support system: This peer-support system encouraged students to help one another, fostering a sense of community and belonging.
3. Faculty “Mom” program: Each student was paired with a faculty member during orientation, who served as a personal mentor throughout the program. This later evolved into a formal faculty advisor system, where each faculty member was assigned to a specific class and participated in online forums to support students.
4. Part-time program option: Students were given the flexibility to complete their programs over three years instead of the standard two, accommodating those with demanding personal or professional obligations.

As a result of these efforts, the attrition rate dropped dramatically to 6% by 2003 and 2004, demonstrating the effectiveness of these retention strategies.

Establishing a Research Agenda

FSMFN has worked to establish a research agenda focused on institutional effectiveness, clinical issues, and educational innovations. One of the initial goals was to increase the number of doctorally-prepared faculty members to enhance the school’s research capabilities.

Increasing Doctorally-Prepared Faculty

At the start of the process, FSMFN did not have any faculty members with a doctorate. Over the next few years, the school hired several doctorally-prepared faculty members:

• 1999: Hired the first faculty member with a doctorate.
• 2000-2004: Hired additional doctorally-prepared faculty members each year.
• By 2004, FSMFN had seven full-time and one part-time doctorally-prepared faculty members.

To further support faculty development, FSMFN implemented a tuition assistance program to encourage faculty members to pursue doctoral degrees. As a result, several faculty members are currently enrolled in doctoral programs, positioning FSMFN to advance its research agenda, particularly in clinical research.

Developing Faculty Practice

FSMFN sought to establish a faculty practice as a place where the effectiveness of nurse practitioner and nurse-midwifery care could be demonstrated and researched. In 2002, FSMFN took over the management of the FNS rural health clinics, where faculty members now provide clinical services.

This initiative allowed FSMFN to:

• Recruit clinical faculty who could also serve as practitioners.
• Provide a real-world setting for clinical research on the effectiveness of nurse practitioners and nurse midwifery care.

In 2003, FSMFN implemented an electronic medical records system, which streamlined patient management, billing, and data collection. This system enables the school to track health outcomes and gather data for research on advanced nursing practice.

Integration of Practice and Research

FSMFN’s efforts to increase the number of doctorally-prepared faculty members, establish a clinical practice environment, and implement data collection systems have laid the foundation for clinical research. The school is now poised to integrate practice and research to further its scholarly agenda.

Defining Scholarly Identity

In 2004, FSMFN faculty engaged in discussions to define their scholarly identity. They voted on a definition of scholarship, focusing on evaluative research related to advanced nursing practice. This definition reflects FSMFN’s commitment to scholarly inquiry and the development of evidence-based nursing practices.

Conclusion

FSMFN’s transition to web-based courses and its focus on student retention, research, and faculty development have established it as a leader in distance nursing education. The integration of practice and research, alongside the use of technology to support learning, positions FSMFN to continue delivering high-quality education to nurse midwives and nurse practitioners. The school’s ongoing commitment to innovation, faculty development, and student success ensures that it remains at the forefront of nursing education.