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Online nursing program fits busy schedules by Heather M. Woolwine Public Relations They sit at a conference table in the College of Nursing (CON), eating pizza and chatting away. The group’s chemistry reflects people who’ve been friends for years as they tease each other between eruptions of laughter. But this group of nursing students has only met in person three times. Through the CON’s first ever online RN-BSN program, these students became close because of an initial need to find a way to go back to school. “I have two small children, a full-time nursing job, a social life and a husband who travels for his job,” Katherine Scott said. “Without this program, I could not have gone back to school. It really suits the needs of a lot of people out there.” For several different reasons, each member of the 17 person inaugural class agrees with Scott. All maintain full-time nursing positions and are from all parts of South Carolina, with one student in the program from Atlanta. Planned for more than a year before its implementation, the online RN-BSN program seeks to provide access to continued education for those who simply don’t have time or access to commit to a weekly class schedule. Students receive the same coursework as on-campus students and access MUSC student services like the library and the Center for Academic Excellence.  A myth says online learning is easier than the classroom and that a degree through online coursework is less valuable. According to this group, the opposite is true.  “Our online students must meet the same objectives as on-campus students,” said Stephanie Auwaerter, Technology Information Resources manager. “But their path is different. They have syllabi detailing modules that must be done by certain times, and it is definitely more presentation-and project-oriented versus classroom learning. Online students must be active learners and have the self-motivation and commitment to learn.” Self-proclaimed Type A personalities, the group admits to some apprehension before starting the program, but were pleasantly surprised to find that such a diverse group of people could create a kind of family via the online learning process. “There is always someone to respond when you get stuck or can’t find a resource,” said Karen Lowder. “And over time, you learn people’s personalities and get to be friends. We’re all in this for the same reason, and that is because we want to take better care of our patients.” “There’s not a huge difference between the clinical skills of a BSN (bachelor's degree) and an ADN (associate degree),” said Sarah Elizabeth Dowling. “But in order to continue to increase your knowledge base or move up in your career, you have to go back to school. This program is great because it fits into a busy schedule, and you can do your work, no matter where you are.” Shelly Holcomb chimed in, “It is harder than a classroom, but I guess you could say that it’s like a big jamy party; we’re all around our computers all hours of the night, working on assignments and resources. I was the farthest away, but I never felt like it.” Auwaerter and Gail Barbosa, ScD., director of the program and associate dean for academics, didn’t know what to expect for the first semester, despite their planning. “I’m so pleased that the program is successful,” Barbosa said. “I am very impressed with the commitment and enthusiasm of our students and am excited to say that many of them will begin online masters programs once they graduate.” Of the beginning 18 students, the program only lost one early in the fall. Barbosa also congratulated CON faculty and their ability to adapt and become more flexible in teaching style. Noting a shift in learning methods and needs for many students, she credited CON faculty for their resilience and for taking advantage of WebCT computer courses on campus. While the majority of the program is online, students still meet up to four times a semester to take exams, make presentations, demonstrate acquired skills, and work together face to face with their instructors. As an incentivized for faculty, online teaching is factored into an instructor’s workload, and he or she receives increased credit for the individualized teaching and course development that it requires. “We’re already in the process of expanding our master's tracks for degrees like nursing education and nursing administration to completely online programs,” Barbosa said. “As a matter of fact, students may apply now through the CON Web site.” And while some would balk at the idea of an entire course taken online, Auwaerter explained the increasing computer course trend.  “Sixty-one percent of CON courses use WebCT, 37 percent are Web-enhanced, and 24 percent are online,” she said. “By placing a BSN program online, we are trying to make continuing education a more practical option during a national nursing shortage that makes it difficult for two thirds of registered nurses in this state to pursue a BSN. With this program, students are on campus for a total of six days, including orientation, meaning they don’t have to take much time away from their jobs.” Barbosa and Auwaerter felt it was still important to maintain some personal contact among the group and faculty, not to mention that students simply can’t do everything for the course from the comfort of a home office or bedroom.  And as the first semester closes, the students realize not only the importance of learning from faculty but also from peers. “You don’t do this program if you’re looking for the social life that comes with going to college,” said Jill Cullipher. “And there is the potential to feel isolated and alone. But we keep each other focused and bring everyone together to work as a team. It really suits the needs of a lot people, and it’s not just regurgitation— it’s application. We look forward to seeing each other.” “Many of the students have said they feel like they look into things more and follow through on more ideas because they are already on the Web, and they are not being spoon-fed information,” Auwaerter said. “It’s not an easier way of teaching or learning, but everyone involved has stepped up to the plate to make this program a success at this point.” Auwaerter also said those who don’t feel totally technically savvy shouldn't worry; she provides weekly computer tips, resources, and promotes WebCT courses to ensure that potential students overcome any technical barriers.  Barbosa and Auwaerter suggested potential students take a self-inventory through the CON Web site to determine if their learning styles mesh with online coursework. The test does not disqualify anyone or determine eligibility; instead, it is meant to provide potential students with an honest assessment of online, computer and study skills so students may focus on skills needing improvement. Go to http://www.musc.edu/nursing, and search under academic programs to take the self-test. Also, check the site for admission requirements or call Nicole Jones at 792-4622 or e-mail jonesnm@musc.edu. Applications for fall 2004 are due Feb. 1. In terms of the program’s future, plans include changing the program from two to three semesters, students and faculty continuing to work together on devising online office hours for increased individual feedback, and a continued effort to plan and structure the online courses.      Catalyst Online is published weekly, updated as needed and improved from time to time by the MUSC Office of Public Relations for the faculty, employees and students of the Medical University of South Carolina. Catalyst Online editor, Kim Draughn, can be reached at 792-4107 or by email, catalyst@musc.edu. Editorial copy can be submitted to Catalyst Online and to The Catalyst in print by fax, 792-6723, or by email to petersnd@musc.edu or catalyst@musc.edu. To place an ad in The Catalyst hardcopy, call Community Press at 849-1778.