The B.Sc.P.N. Program at a Distance: Learner Perceptions 

Kim Ryan-Nicholls
Lecturer
Brandon University, School of Health Studies

Kim Ryan-Nicholls, a member of the first graduating class of the M.D.E. program, offered by Athabasca University, is a Lecturer at Brandon University, School of Health Studies. Ms. Ryan-Nicholls currently teaches the following courses: Acute Mental Health Challenges, Professional Issues for R.P.N.s and R.N.s and Comprehensive Health Assessment for the post-diploma prepared R.P.N.s and R.N.s.. Areas of research interest include: structuring interactive learning environments at a distance, mental health of rural populations and ongoing continuing competence of Registered Psychiatric Nurses.

In any given educational setting a person’s ability to learn encompasses not only preparation, motivation, and the ability to examine, interpret and use the information being taught but also the active involvement of students in all aspects of the teaching/learning process. In a distance education setting, the process of learning is made more complex due to: learners being separated from others sharing their backgrounds and interests, learners often beginning class ill at ease with the instructor, and technology typically being the conduit through which information and communication flow (Willis, 1993).

As of September 1999 the first two years of the Bachelor of Science in Psychiatric Nursing (B.Sc.P.N.) were available at a distance. This event is unique because the B.Sc.P.N program is a four year baccalaureate for psychiatric nurses and is the first of its kind in North America. Psychiatric nursing courses are delivered by distance from Brandon University through the use of the following technologies: computer mediated communication, web-based instruction and audio-teleconferencing. Because distance delivery of this program is so new it is important to investigate how well this program is meeting learner needs.

This paper presents an examination of learner perceptions of the learning experience encountered while taking the first two years of the Bachelor of Science in Psychiatric Nursing (B.Sc.P.N.) program at a distance. Data have been drawn from a qualitative research study which used focus group method, with a representative sample of learners from each of the two years being offered by distance, to investigate learner perceptions of those issues which inhibit or enhance the learning experience.

To encourage discussion and interaction between presenter and participants, the presenter will outline preliminary research findings and will present selected quotes from focus group attendees concerning their perceptions of the B.Sc.P.N. program at a distance.

The results of this presentation may influence the development of a framework upon which faculty, course/instructional designers, instructional assistants, tutors, preceptors, and students base decisions concerning ways to enhance distance delivery of basic baccalaureate psychiatric nursing education.

Reference

Willis, B. (1993). Distance education: A practical guide. New Jersey: Educational Technology Publications, Inc.

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