Tool for Professional Development In Nursing Online/Distant Learning as a Tool for Professional Development
The landscape of nursing professional development has dramatically transformed with the advent of online and distance learning. According to the American Nurses’ Association (ANA), nursing professional development is defined as “the lifelong process of active participation in learning activities to enhance professional practice” (Jackson, 2004). This process is crucial for nurses, who must continuously update their knowledge and skills to keep pace with evolving evidence-based practices, technological advances, and changing professional, ethical, and legal issues.
Online education has emerged as a powerful tool to support this ongoing professional development. It offers a flexible and accessible means for nurses to enhance their clinical knowledge and skills across various domains, including technology, clinical decision-making, leadership, management, and pharmaceutical advancements. This chapter explores the role of online education in nursing professional development, highlighting its benefits and addressing the challenges associated with its implementation.
Health Professional Need for Continuing Education in Nursing
In the nursing profession, lifelong learning is not just a recommendation but a necessity. Nurses are operating in an increasingly complex healthcare environment, characterized by a shortage of qualified staff, rapid advancements in medical knowledge, and shifts in patient care needs. Continuing education plays a critical role in addressing these challenges by advancing staff development, improving morale, and promoting retention (Postler Slattery & Foley, 2003).
The necessity for continuing education becomes even more apparent in light of the current nursing shortage and the dynamic nature of healthcare. Nurses must stay informed about new illnesses, evolving patient responses to treatments, and innovations in medical technology. However, providing continuing education to all nurses presents challenges, including the need to accommodate diverse backgrounds, certifications, interests, and the often limited resources available for professional development.
Research into the use of online continuing education among health professionals indicates a growing trend. Studies have shown that the internet is increasingly utilized for professional development, with a notable emphasis on continuing education (Casebeer, Bennett, Kristofeo, Carillo, & Centor, 2002; Cobb, 2003; Cobb & Baird, 1999). Key factors influencing the adoption of online learning include the availability of relevant, credible, and easily accessible information at a relatively low cost. Challenges in indexing and accessing clinically focused health information online underscore the need for improved organization and user-friendly platforms (Casebeer et al., 2002; Cobb, 2003).
Several studies have examined health professionals’ use of the internet for continuing education. For example, a randomized market survey of 800 occupational health and safety professionals across eight states found a high likelihood of participation in online continuing education (Carlson & Olson, 2001). Conversely, surveys focusing specifically on nursing professionals have produced mixed results. Lathey and Hodge (2001) found that a significant portion of occupational health nurses used the internet for health information and expressed interest in online education. However, Hegge, Powers, Hendrick, and Vinson (2002) reported that less than 50% of registered nurses in South Dakota felt their continuing education needs were adequately met by online resources.
Preferences for Continuing Education in Nursing
The preferences for continuing education among nurses vary widely. A survey of Advanced Practice Nurses (APNs) in Nevada revealed that the most favored forms of continuing education were in-person conferences, print-based self-study, and interactive video conferences. In contrast, computer-based methods such as internet-based and CD-ROM education were less popular among this group (Charles & Mamary, 2002).
These preferences highlight a gap between the availability of online education resources and their utilization. Despite the proliferation of online educational programs, empirical data on the extent of computer use for professional development and continuing education among nurses remains limited. However, it is clear that there is growing interest and utilization of online platforms for professional development, especially given the increasing number of web-based educational programs.
Present Examples of Professional Development through Web-Based Education in Nursing
The internet has made it feasible for nurses to engage in professional development through web-based education, addressing various educational needs and career challenges. Several examples illustrate how online learning is being used effectively in nursing:
- Refresher Courses: Online refresher courses are designed to address the nursing shortage and facilitate the re-entry of nurses into the workforce. Collaborative distance education programs offer cost-effective and accessible solutions for these refresher courses, helping to overcome barriers related to cost and access (White, Roberts, & Brannan, 2003).
- Career Mobility: RN to BSN programs have increasingly moved online, offering flexible and interactive opportunities for career advancement. These programs cater to nurses who need to balance work, family responsibilities, and other life commitments, providing a viable option for professional development (O’Brien & Renner, 2000; Zucker & Asselin, 2003).
- Advanced Degree Programs: Online education is also used for advanced degrees, such as nursing practitioner programs. Graduate courses, including pharmacology and pathophysiology, are offered online, with modules tailored to specific areas such as cultural assessment and pediatric health assessment (Bata-Jones & Avery, 2004; Yucha & Princen, 2000; Clark & Thornam, 2002; Kieckhefer, Stevens, & Frkonja, 2002). These programs often feature interactive frameworks, web links, and realistic self-studies to simulate clinical practice.
- Specialty-Specific Institutes: Web-based continuing education has been used to offer specialty-specific information through institutes such as the Web-based Genetics Institute for a Nursing Audience. These institutes provide specialized training and updates on specific areas of nursing practice (Prows, Hetteberg, Hopkin, Latta, & Powers, 2004).
In summary, online learning has become an essential tool for professional development in nursing, offering flexible and accessible options for continuing education. While preferences for different forms of continuing education vary, the growing use of online platforms reflects their importance in addressing the challenges of modern nursing practice. As the field continues to evolve, online education will play a crucial role in supporting lifelong learning and professional growth for nurses.