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AACN
WHITE PAPER GUIDES NURSING SCHOOLS TO GROW WITH DISTANCE TECHNOLOGY
WASHINGTON, D.C.,
December 7, 1999 -- The technological explosion that is transforming
higher education also is raising new concerns as faculty sort
through a maze of quality and regulatory issues surrounding
distance education programs. A new white paper by the American
Association of Colleges of Nursing (AACN) provides a timely
examination of how distance technology is reshaping nursing
higher education and what nursing schools need to know in
designing and implementing distance-technology-based instruction.
"The notion that students
and faculty are aligned with one institution for their academic
life is changing," explains the AACN white paper, Distance
Technology in Nursing Education. "The potential
of students taking core coursework at multiple institutions
for credit through distance learning is now possible," as
is the ability of faculty "to work for a traditional university
and also teach in 'virtual universities,'" raising new issues
for higher education institutions. For example, "many universities
and schools of nursing are now engaged in an internal dialogue
about the meaning of student 'residency' requirements and
faculty conflicts of interest," the AACN white paper notes.
Among other areas,
the new AACN publication explores how distance education programs
-- those taught by such means as the Internet, satellite TV
telecourses, video- or audio-conferencing, and CD-ROM or other
computer media -- influence the quality and cost of education,
intellectual property and copyright issues, student financial
aid, and competition for students and faculty. In addition,
the document looks at other critical concerns such as how
distance programs may impact the learning of social and behavioral
skills needed in a practice-oriented discipline.
To help schools develop
distance education standards and coursework, the AACN white
paper provides specially tailored guidelines for program planning,
technology infrastructure, faculty development, student support
and financial aid, and evaluation of outcomes.
Critical Need is
Now
"While distance programs
historically have increased access to education, the need
for boosting that access is especially critical now," explains
AACN President Andrea R. Lindell, DNSc, RN. Many markets report
shortages of registered nurses particularly in acute-care
specialty fields, while at the same time, an aging faculty
is exacerbating an already-limited pool of qualified educators
for baccalaureate and graduate-degree nursing programs.
"Expanding our reach
through technology provides us a means to significantly increase
access to education for adult, working students who are a
growing share of the undergraduate nursing population, as
well as for RNs returning to school for bachelor's or higher
nursing degrees. Moreover, wider access through technology
also could help boost the numbers of faculty-qualified nurses
to support education, research, and practice," Dr. Lindell
notes.
Distance technology
"can change dramatically the way teaching and learning occurs,
challenging the traditional relationship of students to academic
institutions," notes the white paper developed by AACN's Task
Force on Distance Technology and Nursing Education. Indeed,
distance courses "may change conventional thinking about how
quality of educational programs is assessed and what is required
to support student learning." In addition, the AACN task force
noted, distance education is revolutionizing existing assumptions
about local and state funding of higher education, and about
the role of research, practice, and service missions in academia.
Rewards for Risk-Taking
Accordingly, "distance
education requires not only educational innovation but also
an environment that rewards risk-taking," the new AACN white
paper urges. Faculty participating in distance education must
be creative, flexible, and willing to learn new teaching methods,
while academic committees should give appropriate consideration
to innovations in distance education when formulating promotion
and tenure decisions.
In particular, "faculty
and administrators must understand why they are involved in
distance education and must be committed to strategic planning
for accomplishing well thought-out goals," the AACN white
paper says. For example, planners are urged to consider both
short- and long-term goals when designing and implementing
distance coursework; the financial impact of distance education
on other school programs; options for collaborating with other
schools or universities; the availability of support systems
for educational technology within the university, city, or
state; resources to develop faculty's skills in educational
technologies; and whether all faculty are equally suited to
conduct distance education.
In addition, the
document advises schools to weigh options for providing students
with clinical experiences at distance learning sites, determine
the availability of financial aid and scholarships for distance
students, and assess whether expected outcomes for distance
students and for traditional students are the same.
Single copies of the
AACN white paper, Distance Technology in Nursing Education,
are available free from AACN at One Dupont Circle, Suite 530,
Washington, DC 20036; (202) 463-6930, or online at www.aacn.nche.edu.
The American Association of
Colleges of Nursing is the national voice for university and
four-year-college education programs in nursing. Representing
more than 580 member schools of nursing at public and private
institutions nationwide, AACN's educational, research, governmental
advocacy, data collection, publications, and other programs
work to establish quality standards for bachelor's- and graduate-degree
nursing education, assist deans and directors to implement
those standards, influence the nursing profession to improve
health care, and promote public support of baccalaureate and
graduate nursing education, research, and practice. Web site:
http://www.aacn.nche.edu.
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EDITORS:
News media can obtain a copy of the AACN white paper by contacting
the AACN Office of Public Affairs at (202) 463-6930, x231
or rrosseter@aacn.nche.edu
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