Can distance learning provide a twenty-first century hallmark? - Editorial

AORN Journal, August, 1998 by Brenda S. Gregory Dawes

The subject of access to any type or amount of education can lock a debate between nurses over requirements or needs for academic or continuing education. A recent nursing school reunion marked the closing of my alma mater, a diploma nursing program. This event reinforced changes that are occurring in education efforts. When I selected a school to attend, I did not predict that the bachelor of science in nursing degree would be required as entry level for practice. Although I have always valued this initial step in my career, I did not grasp the value of, or need for, all types of lifelong learning. Instructors told me that further education and learning are important, but it is my experiences in our health care environment that make the advice become a reality.

TWENTY-FIRST CENTURY PERIOPERATIVE HALLMARKS

If nurses are to be more involved in determining solutions to problems, then learning opportunities must be viewed as catalysts for increasing nurses' interest and participation. Nursing collaboration and participation in decision making at the clinical, management, and research levels; working in arenas in which politicians, civic leaders, and academicians reign; and being recognized as a valuable asset in health care can be the twenty-first century perioperative hallmark. One strategy to accomplish the creativity and innovation being demanded in the workforce is to maximize education opportunities and accelerate learning to meet the health care demands. Statistics show there is a gap between nursing education and perceptions of needs for the population. The US Department of Health and Human Services, Division of Nursing 1994 report indicated that 34% of all RNs listed a diploma as their highest level of education, and 28% reported an associate degree as their highest degree attained.(1) In 1994, the Pew Commission increased the demand for accessible, quality nurse practitioner education, with the goal being to double the demand for the number of nurse practitioners by the year 2000.(2)

TECHNOLOGY MODIFIES LEARNER PRIORITIES

Distance learning is a creative alternative for RNs and other health care providers who discover that they must develop new skills or augment existing skills to remain competitive in the health care market. The need to remain competitive is stimulated by several factors, including challenges in the job market or marketing yourself for future opportunities.

In today's environment, technology provides opportunities to make the learner's needs a priority. Distance learning is an avenue to education and training on subjects that might not previously have been accessible in other ways. The motivation to learn is enhanced by the personal conveniences. Rather than attending inservice seminars or driving to a class, learners can now sit at their computers and learn at a time when they are able and willing. Words traditionally associated with learning (eg, classroom, teacher, examinations, study groups) still apply to the methods being used with distance learning programs.

ALTERING DISTANCE LEARNING STRATEGIES

Distance learning is not a new concept. It has been available in different forms (eg, correspondence courses, training films, television broadcasting curricula) for nearly 150 years.(3) By the late 1980s, more than 400 institutions in 61 countries offered home study courses, serving nearly two million people.(4) In 1995, it was reported that more than four million Americans used online academic endeavors--only one example of distance learning technology.(5)

DISTANCE LEARNING IN OTHER INDUSTRIES

Strategies are being used in non-health care corporations to provide access to education. The federal government and the Ford Motor Co have successfully implemented distance learning programs for employees. Corporate benchmarking has found that organizations value employee learning, and leading companies have identified education as a priority and are willing to invest in employees to improve delivery of services. Companies act on the principle that education and training strengthens the employee and increases the likelihood that strategic goals and activities will be met. These companies identify learning needs, budget regularly for employee education and training, and routinely align education with corporate goals.(6)

DISTANCE LEARNING TECHNOLOGY

Distance learning could be described as an educational approach in which the majority or all of the education occurs with the learner and instructor in different places. This choice of learning moves the classroom to the student and eliminates some of the reasons that it is difficult to pursue learning opportunities.

Distance learning technologies are in forms of media offered as correspondence classes, audiotapes and videotapes, home study programs, satellite television, cable television, interactive and compressed video, and instructor travel. In addition, methods that are evolving and becoming more common include the following.