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|Title: ||The effectiveness of educating community nurses by distance learning.|
|Authors: ||Lawton, Sally Margaret Rolfe|
|Supervisors: ||Wilcock, Sylvia|
|Issue Date: ||Feb-1996|
|Publisher: ||The Robert Gordon University|
|Citation: ||LAWTON, S. M. R., 1993. The development of a BA in community health nursing/BA in nursing by distance learning. Nurse Education Today, 13 (4), pp. 310-314|
LAWTON, S. M. R., 1994. The learning needs of adults undertaking a distance learning course in nursing. Aspects of Educational and Training Technique, 27, pp. 85-90.
LAWTON, S. M. R., 1995. Returning to study as an adult learner. Education Today, 45 (2), pp. 39-42
|Abstract: ||The purpose of this thesis is to examine the effectiveness of distance learning
within post-registration community nurse education. In this context, 'effectiveness'
is defined as being useful to the student or 'fit for purpose' and it focuses on the
educational experience. The study, which was designed in two stages, aimed to
investigate whether learning support needs were similar for full-time adult students
and distance learners.
In the first stage, an original survey instrument was designed and posted to a
group of nursing students who had undertaken a diploma-level course (n=169). A
response rate of 69% was achieved. It aimed to determine whether the learning
and educational support needs were similar between these two groups. The
findings suggested that the learning and educational needs were alike and
suggested the need for proactive support with adult learners, irrespective of their
mode of study.
In the second stage, a phenomenological approach was used to determine the
experiences of the first cohort of graduates from a distance-learning degree course
in community nursing (n=6); their community supervisors (n=9) and the academic
staff involved with the course(n=7). Each group interpreted the meaning of
'effectiveness' in varying ways. The findings confirmed that distance learning is an
effective mode of education, providing that the students' learning is facilitated and
supported by regular contact with course tutors and other students.
The significance of this study is in the model of supportive learning which was
developed in light of the findings that will assist in the effectiveness of distance
learning. The model has five elements within it, addressing 'student
characteristics 1, 'tutor characteristics', 'student-student contact', 'course content'
and the relationship between the student and tutor. It is proposed that this model
could be used for the support of students, as a framework for staff development
and for course evaluation.|
|Appears in Collections:||Theses (Nursing & Midwifery)|
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