Distance Learning in Nursing, Essay Example

PICOT question. In advanced practice clinicians’ coursework, how does distance learning compared to in-class learning affect the final skills and performance of the clinicians during provision of patients’ care?

A better environment for nursing students to learn clinical skills is on the rise in the present world. Nursing involves integrating practices and theories experiences that equip students with skills, knowledge, and attributes for better nursing care (Helena 2019). Clinical training globally forms the foundation for nursing practices. Students pursuing nursing need to be directed and supported throughout their programs to become accountable, self-dependent, and responsible professionals who perform their duties efficiently and effectively. Application of the gained skills and knowledge in patients’ care is made possible through clinical practices. Students are offered an opportunity to apply their practical skills and theoretical concept in solving real-world problems (Vimbi 2018). Therefore, students observe, learn and adapt to their professional duties.

Multiple challenges prevent the successful learning and application of nursing skills, attributes, and knowledge to real-world problems. One of the main challenges is the distant learning programs offered in colleges. Several nurses have failed to successfully apply their practical nursing skills and theoretical knowledge in the real world due to an inadequate level of control, resulting in minimal performance (Helena 2019). Long-distance learning denies the student the chance of physically interacting with the supervisor, asking the question, developing self-confidence, and developing the nursing profession’s right attitude (Amer et al., 2020). Distance learning is very significant in evaluating the causes of poor performance among distant learners and proposing a possible solution for the challenge. Despite numerous sources discussing low nursing performance causes, few of these sources have focused on remote learning.

References

Amer M, S. et al. (2020). Distance education during the COVID-19 outbreak: A cross-sectional study among medical students in North of Jordan. Annals of Medicine and Surgery. https://doi.org/10.1016/j.amsu.2020.09.036

Barisone, M., Bagnasco, A., Aleo, G., Catania, G., Bona, M., Scaglia, S. G., … & Sasso, L. (2019). The effectiveness of web-based learning in supporting the development of nursing students’ practical skills during clinical placements: A qualitative study. Nurse education in practice, 37, 56-61.

Daroedono, E., Siagian, F. E., Alfarabi, M., Cing, J. M., Arodes, E. S., Sirait, R. H., … & Hutabarat, R. S. (2020). The impact of COVID-19 on medical education: our student’s perception on the practice of long distance learning. International Journal of Community Medicine and Public Health, 7(7), 2790-2796.

Douglas, A. H., Acharya, S. P., & Allery, L. A. (2020). Communication skills teaching and learning in Nepal; what are medical students’ perceptions and experiences? A qualitative study. BMC medical education, 20(1), 1-11.

Helena M, G. (2019). Factors Affecting Performance in Clinical Practice Among Preservice Diploma Nursing in Northern Tanzania. Nursing Research and Practice. https://doi.org/10.1155/2019/3453085

Mohmoud A, B. (2020). Distance Learning in Clinical Medical education amid Covid-19 pandemic in Jordan: Current Situation, Challenges, and Perspectives. BMC Medical Education. 20 (341).

Vimbi P, M. (2018). The Good, the Bad, and the Ugly of Distance Learning in Higher Education. Open access peer-reviewed chapter. DOI: 10.5772/intechopen.75702