An online doctoral education course using problem-based learning.

Full Abstract

The number of doctoral nursing programs has greatly increased over the past several years. There has also been a shift toward delivering programs either partially or fully online. The literature lacks discussions about doctoral-level teaching methods in the online environment. This article describes the use of a semester-long problem-based learning activity in an online doctoral course focusing on nurse educator leadership. The Students-As-Faculty Experience created for this course features the use of a virtual nursing program in which students are cast as faculty members confronting issues via faculty meetings and sharing rotating roles as chairperson. Students were vested in the process by co-designing the course in terms of developing agenda items for the meetings and evaluation rubrics. Through playing the roles of faculty and chairperson, the students reported a distinct improvement in their leadership abilities and confidence at the end of the course.

Author information

Author/s: Candela, Lori (L); Carver, Lara (L); Diaz, Anne (A); Edmunds, Johnna (J); Talusan, Richard (R); Tarrant, Theresa A (TA);

Affiliation: University of Nevada, Las Vegas, 4505 S. Maryland Parkway, Las Vegas, NV 89154-3018, USA. lori.candela(-atsign-)unlv.edu

Journal and publication information

Publication Type: Journal Article

Journal: The Journal of nursing education (J Nurs Educ), published in United States. (Language: eng)

Reference: 2009-Feb; vol 48 (issue 2) : pp 116-9

Dates: Created 2009/03/05; Completed 2009/04/14;

PMID: 19260406, status: MEDLINE (last retrieval date: 4/14/2009, IMS Date: )

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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