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Volume 6, Issue 2 - August 2002
ISSN 1092-8235
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TABLE OF CONTENTS
The PDF versions of the articles for this issue of the JALN are available only to Sloan-C Members, the index below links to the web-page versions. It is easy to become a Free Sloan-C Member. Visit our member registration page for more information. Members must be logged in to access the PDF versions of articles.
Logged in Members may go to the Members-Only index for this issue.
This special issue includes studies from Partnerships
for Training (PFT). PFT is a group
of eight regional consortiums of nurse practitioner, certified nurse-midwifery,
and physician assistant programs that uses distance technology and
satellite campuses to extend the geographic reach of educational
programs to increase the number of primary care providers in underserved
areas
of the United States. PFT's mission is to provide greater access
to medical training in primary care. Learn more about the Partnership
for Training, an initiative of the Robert Wood Foundation, at http://www.pftweb.org
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Access to Opportunity: The Duke-East Carolina Partnerships for Training Program |
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Mary T. Champagne RN, Ph.D.
Donna Hewitt, RN, MS
Nancy Short, RN, MBA
Susan Pietrangelo-Brown, RN, MSN, FNP
Susan Epstein, MPA
Margaret Bowers, RN, MSN, FNP
Duke University School of Nursing
Abstract:
Duke University and East Carolina University, through their Schools of Nursing
and Physician Assistant Programs, are in the third year of the Partnerships
for
Training Program (PFT). The goal of PFT is to prepare primary care providers
an increased access to medically underserved and health professional
shortage areas. This paper discusses how an asynchronous online mode was used
to bring the university and all of its resources to rural students in North
Carolina. In addition, preparing students to access the online university and
preparing faculty to teach using this new medium are discussed.
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Is "As Good as Face-to-Face" As Good As It Gets? |
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Jeannette McDonald, DVM, PhD
Director of WisTREC
UW Madison School of Nursing
Abstract:
We are constantly being asked to compare distance education to traditional
education. But by striving to make distance education "as good as"
face-to-face education, what are we overlooking or sacrificing? In this
paper we explore these issues by first reviewing background information
from the literature about new teaching theories, methods and technology.
We'll also look at the impact of online learning and whether online learning
can support, or even expand new teaching theories and strategies.
We'll then get a general overview of quality distance education principles
and guidelines currently in use, finally addressing the question of whether
our evaluation methods and questions serve to free or limit the potential
of online learning.
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Cost, Access, and Quality in Online Nursing and Allied Health Professions |
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Tracy Wright
Department of Practical Nursing
Northwest Technical College
Linda Thompson
Department of Distance Education
Northwest Technical College
Abstract:
Northwest Technical College researched, planned for, and successfully
implemented a unique delivery of its Practical Nursing Program through
the use of Internet technology. This Distance Practical Nursing exploratory
paper presents a historical overview of the program, assesses job market
needs in the field of nursing, evaluates use of varying delivery methodologies,
outlines program successes, and identifies barriers to distance delivery
of this health curriculum. The essential components of quality, access,
and cost are highlighted and related to the unique challenges they present
in the field of distance education.
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Healthcare Education: Preliminary Findings |
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Joseph W. York, MS, MBA
Department of Medical Education
University of Illinois at Chicago
College of Medicine
Abstract:
University
of Illinois' College of Medicine recently added an online track to its traditional
inclass format for Health Professions Education Master degree.
The
objective
is to make
the course available to healthcare
professionals who might not be able to attend classes at the University. An
analysis of enrollments and costs of the program indicates that interest in the
online format is strong. Even with large costs for faculty time to convert
and develop the courses in an online format, the program is financially viable.
Future inquiries into learning outcomes and other economic aspects of online
instruction
are discussed.
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The Journal of Asynchronous Learning Networks (JALN) is published by the Sloan Consortium (Sloan-C™). Responsibility for the contents rests with the authors and not with Sloan-C™. Copyright © 2005 by Sloan-C™. All rights reserved.
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