Preparing RN’s for the Online Learning Environment

Jayne Josephsen, Vivian Schrader


Adult learners returning to online education can face considerable barriers to the successful completion of their degree. These obstacles may be due to work and family obligations, lack of familiarity with course and academic requirements, the use of educational technology, or lack of self-direction in their learning. The authors conceptualized, developed, and implemented a preparatory course in an RN-BS Online Completion program designed to familiarize students with online learning and technological and personal skill requirements that could lead to academic success. This article outlines course development and implementation, syllabus and course objectives related to distance learning, and assignments and rubrics developed to meet learning outcomes.


nursing, online preparedness, proficiency theory

Full Text:




Josephsen, J. (2012). Rural distance education and design. In Molinari, D. & Bushy, A. (Eds.), The Rural Nurse: Transition to Practice (pp. 293-304). New York, NY: Springer Publishing Company.

Knox, A. B. (1980). Proficiency Theory of Adult Learning. Contemporary Educational Psychology, 5(4), 378-404.

Koh, M. H., & Hill, J. R. (2009). Student perceptions of group work in an online course: Benefits and challenges. Journal of Distance Learning, 23(2), 69-92.

Luke, R., Solomon, P., Baptiste, S., Hall, P., Orchard, C., Rukholm, E., & Carter, L. (2009).

Mahoney, S. (2009). Mindset change: Influences on student buy-in to online classes. The Quarterly Review of Distance Education, 10(1), 75-83.

Merriam, S. B., & Caffarella, R. S. (1999). Learning in Adulthood. San Francisco: Jossey-Bass.

Nardi, D. A., & Kremer, M. A. (2003). Learning outcomes and self-assessments of Baccalaureate students in an introduction to nursing course. The Internet Journal of Advanced Nursing Practice, 5(2), 1-17.

Watkins, R. & Correy, N. (2011). E-learning companion: A student’s guide to online success (3rd ed.). Boston, MA: Wadsworth.

Add comment

ISSN 2163-3177

Register as a reviewer, author, or reader

Submit here if already registered.