Professionalization in a distance learning setting

ABNF Journal, The, July-August, 2003 by Karen A. Faison

Abstract: Distance learning is becoming an acceptable mode of nursing education. Several schools of nursing offer instruction through telecommunications. This new form of education is different from the traditional lecture format. Many nursing students can complete their nursing education without stepping foot onto the college campus, which has caused many nurse educators to question the role development of this new group of nursing students.

Professionalization is an important outcome of nursing education. With the advent of distance learning there is a need for research to document the professionalization of the nurse who completes nursing school in a distance learning setting.

Key Words: Professionalization, Role Development, Distance Learning, Telecommunications.

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Distance learning is a form of instruction whereby the learner and the instructor are traditionally geographically separate from one another. Through the use of telecommunications, the learner is able to continue his/her education without relocating to the university setting. Thus, in distance education there is a heavy reliance on technology as a form of instruction, where learning may or may not take place. This instruction is different from the traditional lecture format of learning in that there is limited face to face contact. An increasing number of schools of nursing are now involved in some level of distance education. As reported by Potempa (2001), 51% of schools of nursing surveyed by the American Association of Colleges of Nursing stated they were involved in distance learning. Traditionally, the face-to-face contact between student and faculty has been very important as nursing students are socialized into the profession through a process known as professionalization.

Professionalization, the acquisition of the requisite knowledge, skills, values and attitudes which are characteristic of the profession is a very important outcome of nursing education. This is a developmental process which begins in nursing school and continues into the work setting. A frequent area of concern voiced among faculty members involves the degree of professionalization a student receives in a distance learning program. Does professionlization occur in a distance learning setting?

CURRENT TRENDS

The current nursing shortage has highlighted the need for an increase in the supply of registered nurses. Today's nursing students are older and many enter into nursing as a second profession. According to a 2000 survey published by the (United States Department of Health and Human Services [USDHHS], 2002) the average age of Registered Nurses (RNs) has increased significantly. In 1980, 26% of RNs were under the age of 30; however, by 2000, less than 10% were under age 30.

Nursing is the nation's largest heath care profession, with more than 2.5 million RNs nationwide (USDHHS, 2002). Of all RNs, 2.1 million, or 83% are employed in nursing. On a national level, nursing students comprise more than half of all students in the health professions (Bureau of Labor Statistics {BLS} 2000). Registered nurses are prepared in either a four-year baccalaureate program, a two-year associate degree program, or a three-year diploma program. Currently, there has been a substantial decline in the number of diploma schools of nursing. The majority of RNs are prepared in an associate degree program.

In 1980, more than half of all employed RNs held a diploma as the highest degree obtained, 22% held the baccalaureate degree and a little less than 18% held the associate degree. By 1996, the basic preparation in nursing had shifted dramatically in that the majority of nurses are prepared at the associate degree level. There were approximately 27% of employed RNs with a diploma, 32% held the associate degree and 31% held the baccalaureate degree as the basic preparation in nursing (USDHHS, 2002). Over a twenty-four year span, from 1975-1999, the country witnessed a fourfold increase in the number of RNs with the diploma or associate degree as their basic preparation returning to school to obtain the baccalaureate degree (Redman and Cassels, 1997).

As the demand for more complex health care continues to increase, a federal advisory board has recommended that at least two-thirds of the basic workforce hold baccalaureate or higher degrees in nursing by 2010 (BLS, 2000). The demand for RNs will grow more than any other profession though 2008 (BLS, 2000). By 2010, the demand for RNs will lag behind the supply. By 2020, the demand will be twice that of the supply of registered nurses. In-patient units will experience a demand for at least 36% of all available registered nurses.

These statistics and grim facts have placed a great burden on schools of nursing to diversify their programs of instruction in an effort to prepare a workforce to meet the needs of the public. Distance education is an attractive format which has become an acceptable alternative to traditional nursing education for the instruction and preparation of nurses.