Resources for Onboarding Nursing Students to Online Learning
Brief Abstract
Although this topic focuses on RN to BSN students in an online program, the resources for onboarding students to online learning are applicable regardless of discipline and setting. All student populations benefit when they are intentionally socialized them to their program and the online learning environment.
Extended Abstract
A highly educated nursing workforce is paramount for serving local and global populations and achieving quality healthcare outcomes. RN to BSN completion programs contribute to the nursing workforce by providing registered nurses holding an associate degree or diploma in nursing, a pathway to earn a baccalaureate degree in nursing. Rather than face to face classes, online RN to BSN completion programs have become the most prevalent learning modality. However, student beliefs regarding online learning can be an obstacle to learning. Some students are wary of online learning and believe it will be too difficult to manage the online environment. In contrast, other students believe online learning will be “less rigorous” than the traditional classroom learning, and they will be able to complete the degree with little effort. RN to BSN applicants have many questions about online learning and how they will be supported. For this session the focus will be about utilizing designated onboarding courses with specific course resources extending extra support for students new to the program and online learning.
Although this topic focuses on RN to BSN students in an online program, the resources for onboarding students to online learning are applicable regardless of discipline and setting. All student populations benefit when they are intentionally socialized them to their program and the online learning environment.
Because we began providing onboarding courses with student resources prior to the COVID-19 pandemic, once the crisis hit, and the RN to BSN students were struggling with work-life balance due to working FT, and often working mandatory overtime, we did not have to create additional resources for them. Even though we are recovering from the pandemic, students continue to struggle with work demands due to staffing issues and all the other life challenges with being an adult student. Many students are in a similar situation with the fallout of the pandemic. For this session, I will be visually sharing how I set up my resources so you may revise for your student population. Attendees will be able to discuss and share best practices.
As of 2009, our RN to BSN program nursing courses have been delivered online. Beginning in 2016, Instructional Designers collaborated with faculty to review and revise online courses to support best practices and consistency within the Learning Management System (LMS). Courses are delivered in a 7-week online, asynchronous delivery method. Each semester includes Term A with 7-week course(s) and Term B with 7-week course(s). Thus, 6 start times are available per academic year.
To help support students, a specific navigation video for the actual course is recorded rather than using pre-made videos about the LMS technology. Additionally, instructional videos are created for all the difference aspects of the technology students will use for that specific course. For example, some onboarding courses require students to video record their project presentation. Therefore, I create a video walking them through the steps. Again, we have access to videos about using specific technology, but I know my student needs and using a generic video has not been helpful. Case in point, after watching one of the pre-made videos, students would need to meet with me via video-conferencing, and I would have to show them step by step how to use the video-recording device. Therefore, I felt it was less time-consuming and more accessible for them and me, to have a video-recording I created based on the needs of my student population. I have a specific section in the course, the Syllabus and Resources section, where I store all the resources for students. Having videos and resources has saved the students and myself time and frustration. Now that students have technology videos and other specific resources relative to their course, I rarely have to answer questions about the technology, and we can concentrate on the learning.
Another mechanism we use to informally mentor and support student is via our LMS generated RN to BSN organization site. The RN to BSN director consults with course faculty and the advising team to post regular announcements within the organization. These postings include FAQs about the program, reminders about scheduling advising appointments, information about registering for classes, scholarship opportunities, clinical course information, and information about our nursing honor society.