Online nursing has expanded dramatically over the last 10 years (Lunney & Sammarco, 2009; Roehm 6c Bonnel, 2009; VandeVusse & Hanson, 2000), yet the pedagogical tools that the faculty have at their disposal for discussion guidelines and objective evaluation remain limited. Since 2007, we (the authors) have taught in a collaboratively delivered online doctorate of nursing practice (DNP) program through a four-university consortium in the Midwestern United States. The authors have been involved in curriculum development, course content planning, and teaching in the program since its inception. This consortium has created a venue for free sharing of best practices, experimentation with various delivery models, and creation of innovative solutions to problems germane to online graduate nursing education.
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