Comparison of Three Instructional Methods for Teaching Pathophysiology

Abstract

Online delivery is an increasingly popular method of offering nursing education in post-licensure (RN-BSN) programs of study. Distance learners have unprecedented access to education, and the online method of delivery has been widely embraced by learners who may not otherwise have an opportunity to pursue or advance a career in nursing. Research exploring how students perceive their overall academic experience if they are taking an online, hybrid, and onsite courses is scarce. Traditional course formats, such as lecture, create challenges in making courses accessible as well as cost effective. In response, technologically based teaching and learning formats are being increasingly used as an acceptable method of course delivery. Online learning provides an ideal opportunity for RNs to continue working toward their BSN while pursuing additional education that may yield career advancement and provide a safer and more competent nursing workforce Further research is needed to better understand student perceptions about their learning in an online, hybrid, and onsite environment, and to address faculty concerns about quality, communication, interaction, and mastery of technology. The purpose of this paper is to compare learners’ perceptions of the educational experiences in the RN-BSN program, based on the enrollment track (online, hybrid, and face-to-face) in which the learner was registered. This paper compares and summarizes results of three sets of qualitative study (N=26); face-to-face (n=11); hybrid (n=7); and online (n=8). Interpretive description was the qualitative methodological orientation used to address the research question “What are the learners’ perceptions of the educational experiences in the RN-BSN program in introductory pathophysiology course?” While the key findings are in line with and support the findings in the literature, self-directed learning component revealed a surprising result.