Although online nursing education provides access to students who are at distance geographically and temporally to the program site, there are challenges to this mode of delivery for students. Pedagogically, there is some dissonance between this mode of delivery and individuals in a profession where persons contact is valued. The results of a program evaluation of this graduate nursing program will be discussed, with a focus on students’ narratives and lessons learned. It is important to act on lessons learned formatively and summatively and to ensure continuous program evaluation, which has resulted in the ongoing shaping of this curriculum.
|Keywords:||Nursing Education, Online Learning, Dissonance, Pedagogy|
Assistant Professor, School of Nursing, York University, Toronto, Ontario, Canada
Associate Professor, School of Nursing, York University, Toronto, Ontario, Canada
Associate Professor, School of Nursing, Institute of Technology, University of Ontario, Toronto, Ontario, Canada
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