ABSTRACT
E-Learning in bachelor-level nursing education in Germany and the role of the nurse educator - a Delphi survey Abstract. BACKGROUND: In addition to conventional face-to-face classes, e-learning is becoming more prevalent in tertiary-level nurse education. Its asynchronous, decentralized nature influences teaching and learning. AIM: This study examines current expert opinion on how e-learning is affecting tertiary-level nurse education and the role of the nurse educator. METHODS: In a 3-wave Delphi survey, nurse educators, nursing students / alumni, information and communications technology (ICT-) specialists and members of the scientific community were recruited as experts and asked to give their opinions regarding e-Learning and its effects on nurse education and the nurse educator's role. The null-round (R0) instrument comprised open questions. The R0-data were analyzed utilizing qualitative content analysis and then used in conjunction with the results of an earlier literature review to generate items for standardized follow up rounds (R1&2). The R1&2-instrument consists of 14 statements pertaining to e-learning and 13 statements pertaining to the nurse educator's role. Participants were asked to indicate the degree to which they agree with each statement. R1&2-data were analyzed using statistical methods. The means and medians for R1&2 were compared with each other. In addition, the response behavior of each individual participant was analyzed and assessed as assimilating, divergent, stable or inexplicable. RESULTS: The size of the expert panel was: R0 = 8, R1&2 = 15; total panel mortality was n = 2. The analysis of standardized data provides the following representation of expert opinion: Participants viewed the effectiveness of e-learning as being not only dependent upon the domain of the learning objective (i. e. cognitive, affective), but also upon the complexity of the subject matter. According to the experts, face-to-face interaction is paramount to successful learning. The experts also recognized e-learning's potential for facilitating cooperation between clinical and classroom settings, the continuity of teaching and learning, a better work-study-life balance, as well as knowledge transfer. Furthermore, the participants took the view that e-learning changes the nurse educator's role, requiring new / expanded didactical, pedagogical, administrative and technical competencies compared to traditional face-to-face teaching and learning. CONCLUSIONS: Nurse educators will need specific training to prepare them for their altered role. Blended learning offers more added value than pure online learning.
