ABSTRACT

As online programs for nursing education continue to grow, nursing faculty must develop strategies for engaging with and supporting students in this form of distance learning. The concept of caring, which is central to nursing education, overlaps with teaching and social presence concepts from the community of inquiry model in education. After reviewing both distance education and nursing literature for background, we conducted an integrative review of studies focusing on online graduate nursing education. We found consistency in the types of faculty behaviors that were described, and that those behaviors aligned with our definition of caring. Implications for distance education include the need to better prepare faculty for online teaching so that they can be intentional about implementing caring behaviors when designing and delivering online education.

摘要

随着护理教育在线课程的不断发展，护理人员必须制定策略，以这种形式的远程学习与学生互动并为其提供支持。关怀概念是护理教育的核心，与教育探究模型社区中的教学和社会存在概念重叠。在回顾了远程教育和护理文献的背景知识之后，我们进行了针对在线研究生护理教育的研究的综合综述。我们发现所描述的教师行为类型具有一致性，并且这些行为与我们对关怀的定义保持一致。