Project (e)mergency Remote Instructional Skills Enhancement (e-RISE): Implications to Nursing Education in Times of a Global Health Crisis
DOI:
https://doi.org/10.18662/rrem/15.1/689Keywords:
e-RISE, remote instructional skills, remote learning, COVID-19, nursing educationAbstract
The COVID-19 pandemic provokes higher learning institutions to initiate an agile yet well-planned response in ensuring quality online teaching and learning. In response to the challenges of transitioning from the traditional to online teaching and learning, the researchers explored the lessons uncovered from the (e)mergency Remote Instructional Skills Enhancement (e-RISE), an intervention that comprised series of faculty mentoring sessions towards full adoption of an online platform for professional nursing courses. This action research utilized the Look, Think, Act cycle of Stringer (1996) involving eleven nurse faculty as participants. Using thematic analysis in data treatment, various themes were revealed ranging from advancing technological knowledge and competence to accepting personal limitations, values acquisition, and teacher empowerment. The technological knowledge and competence of the nurse faculty require further improvement. The acceptance of personal limitations in terms of putting up online learning modules implies the need to enhance pedagogy and design. Values acquisition in terms of life skills were dominant in response to the needs to change and adapt. Reverse mentoring is also recommended as this is paramount towards the success of the Project e-RISE. Lastly, teacher empowerment is touted essential to make remote teaching and learning more feasible, effective and efficient. The study findings suggest that Project e-RISE be adopted as a sustainable mechanism to capacitate nurse faculty in their migration from traditional to remote or online teaching.
References
Baran, E. (2016) Examining the Benefits of a Faculty Technology Mentoring Program on Graduate Students' Professional Development. Journal of Digital Learning in Teacher Education, 32(3), 95-104. https://doi.org/10.1080/21532974.2016.1169958
Brandão, A.L. De Carvalho, L., Adamy, E. K., Teixeira, E., & Silva, F. V. (2020). Nursing education: Challenges and perspectives in times of the COVID-19 pandemic. Revista Brasileira De Enfermagem, 73(Suppl 2). https://doi.org/10.1590/0034-7167-2020-0683
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Chong, J. Y., Ching, A. H., Renganathan, Y., Lim, W. Q., Toh, Y. P., Mason, S., & Krishna, L. K. (2019). Enhancing mentoring experiences through e-mentoring: A systematic scoping review of E-mentoring programs between 2000 and 2017. Advances in Health Sciences Education, 25(1), 195–226. https://doi.org/10.1007/s10459-019-09883-8
Clement, S. A., & Welch, S. (2017). Virtual mentoring in nursing education: A scoping review of the literature. Journal of Nursing Education and Practice, 8(3), 137. https://doi.org/10.5430/jnep.v8n3p137
Dewart, G., Corcoran, L., Thirsk, L., & Petrovic, K. (2020). Nursing education in a pandemic: Academic challenges in response to COVID-19. Nurse education today, 92, 104471. https://doi.org/10.1016/j.nedt.2020.104471
Dorner, H., & Kumar, S. (2017). Attributes of pre-service and inservice teacher satisfaction with online collaborative mentoring. Online Learning, 21(4), 283-301. https://doi.org/10.24059/olj.v21i4.1020
Gökoğlu, S., & Çakıroğlu, Ü. (2017). Determining the roles of mentors in the teachers’ use of technology: Implementation of systems-based mentoring model. Educational Sciences: Theory & Practice, 17, 191–215. https://doi.org/10.12738/estp.2017.1.0234
Hulton, l., Sawin, E.M., Trimm, D., Graham, A., & Powell, N. (2016). An Evidence-based Nurse faculty Mentoring Program. International Journal of Nursing Education, 8(1), 41. https://doi.org/10.5958/0974-9357.2016.00008.8
Konca, A. S., & Taşdemir, A. (2018). Faculty Technology Mentoring Program Facilities-Case Study. Malaysian Online Journal of Educational Technology, 6(3), 38-51. http://dx.doi.org/10.17220/mojet.2018.03.003
Luongo, N., & O'Brien, S.T. (2018). Empowering Faculty Using Distance Learning Mentoring Programs. Journal on Empowering Teaching Excellence, 2(2), 6. https://doi.org/10.26077/9dg9-mh69
Morin, K. H. (2020). Nursing education after COVID‐19: Same or different? Journal of Clinical Nursing, 29(17-18), 3117-3119. https://doi.org/10.1111/jocn.1532
Nottingham, S. L., Mazerolle, S. M., & Barrett, J. L. (2017). Effective characteristics of formal mentoring relationships: the NATA Foundation research mentor program. Athletic training education journal, 12(4), 244–255. https://doi.org/10.4085/1204244
Nowell, L., Norris, J. M., Mrklas, K., & White, D. E. (2017). A literature review of mentorship programs in academic nursing. Journal of Professional Nursing, 33(5), 334–344. https://doi.org/10.1016/j.profnurs.2017.02.007
Parrish, A. H., & Sadera, W. A. (2019). A review of faculty development models that build teacher educators’ technology competencies. Journal of Technology and Teacher Education, 27(4), 437–464. https://www.learntechlib.org/primary/p/208226/
Passmore, D. A. (2011). A phenomenological study of nurse faculty’s experiences in transitioning from a classroom to an online teaching role [Unpublished doctoral thesis]. University of South Florida.
Shieh, C., & Cullen, D. L. (2018). Mentoring Nurse Faculty: Outcomes of a Three-Year Clinical Track Faculty. Journal of professional nursing, 35(3), 162-169.
Slade, J. D., Robb, M., Sherrod, B., & Hunker, D. (2017). Online adjunct faculty support: An innovative use of a learning management system. Nurse Educator, 42(3), 143–146. https://doi.org/10.1097/NNE.0000000000000337
Stringer, E. (2007). Action research (3rd edition). Sage.
Stringer, E. T., Christensen, L. M., & Baldwin, S. C. (2009). Integrating teaching, learning, and action research: Enhancing instruction in the K-12 classroom. Sage.
Stringer, E.T. (1996). Action research: A handbook for practitioners. Sage Publications.
Sung, Y.-T., Chang, K.-E., & Liu, T.-C. (2016). The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252–275. https://doi.org/10.1016/j.compedu.2015.11.008
Tran, A., & Gibson, K. (2016). Benefits of a University Faculty-to-Faculty Mentoring Program. The Advocate, 23(3). https://doi.org/10.4148/2637-4552.1027
Vainio, L., & Leppisaari, I. (2010). E-mentoring: Opportunity to build a virtual learning community with teachers. In C. Bereiter, C. Clutterbuck, D. Hakkarainen, K., Leppisaari, & N. Vartiainen (Eds.), Virtual Coach, Virtual Mentor. IAP Information Age Publishing.
Werner-Washburne, M. (2017). Mentoring for diversity in Technology. Nature Biotechnology, 36(1), 113–115. https://doi.org/10.1038/nbt.4025
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 The Authors & LUMEN Publishing House
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant this journalright of first publication, with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work, with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g. in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as an earlier and greater citation of published work (See The Effect of Open Access).
Revista Romaneasca pentru Educatie Multidimensionala Journal has an Attribution-NonCommercial-NoDerivs
CC BY-NC-ND
