Speakers
Description
Background/Rationale
Nipissing University’s RPN-to-BScN distance nursing students possess clinical experience across various settings. Online nursing programs serve students in a common geographic region, providing access to undergraduate education and allowing learners to interact with course materials independently. Nevertheless, faculty members’ engagement, expertise, and competence are integral to professional development and students’ exposure to evidence-informed practice. This directly ties into the challenges faced by online programs, such as insufficient community among peers, large class sizes, limited engagement from mostly part-time faculty, and artificial intelligence (AI) vulnerabilities. A constructivist perspective and application are lacking in interactions with distance nursing students, in addition to suboptimal, specialized, and intentional program delivery methods. Online undergraduate nursing students deserve equitable access to meaningful engagement, mentorship from experienced scholars, opportunities to participate in leadership and research initiatives, and recognition of their existing clinical expertise as adult learners.
Aim/Purpose
The purpose is to evaluate the unique challenges of RPN-BScN online students with clinical experience within a BPSO organization. Identifying strategies to strengthen equitable access promotes exposure to BPGs and evidence-informed practice.
Methods/Implementation Approach
The initiative is informed by the RNAO BPGs for leadership, professionalism, and practice education, as well as the SMA framework. Student Best Practice Champions facilitate participation through informal surveys, gathering feedback to identify barriers, evaluate the current educational model, and develop sustainable engagement strategies.
Results/Outcomes
Anticipated outcomes include improved equity in student engagement with BPGs and evidence-informed practice, as well as additional scholarly opportunities within the undergraduate program.
Lessons Learned & Implications for Practice
Assessing barriers to equitable education for distance students directly addresses online program challenges while recognizing their distinct experiences. The initiative supports the BPSO’s goal of sustainable exposure to evidence-informed practice, BPGs, and student involvement in champion development while creating accessible and inclusive opportunities.
Author(s) Credentials and Title
Meaghan Lemire, RPN, BScN (c)
School of Nursing, Nipissing University
[email protected]
Ashley Royer, RPN, BScN (c)
School of Nursing, Nipissing University
[email protected]
Brittany Evans, RPN, BScN (c)
School of Nursing, Nipissing University
[email protected]
What RNAO BPG or tool/toolkit is your abstract related to?
Developing and Sustaining Nursing Leadership Best Practice Guideline
https://rnao.ca/bpg/guidelines/developing-and-sustaining-nursing-leadership
Professionalism in Nursing
https://rnao.ca/bpg/guidelines/professionalism-nursing
Practice Education in Nursing
https://rnao.ca/bpg/guidelines/practice-education-nursing
Social Movement Action Framework
https://rnao.ca/leading-change-toolkit/social-movement-framework
| Organization Name | Nipissing University |
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