Transition to online learning: The study of a graduate nursing faculty

The introduction of Web-based instruction into graduate nursing education has resulted in a significant change in the responsibilities of the nurse educator. In addition to the technological and pedagogical changes, the role of the faculty is impacted. This research study investigated the experiences of a graduate nursing faculty who have made the transition from traditional face-to-face instruction to Web-based teaching. The purpose of the study was to identify the specific challenges of these nurse educators as they experienced the paradigm shift from the face-to-face environment to online instruction. The research questions were (a) What are the experiences of graduate nursing faculty who have made the transition from traditional face-to-face instruction to Web-based instruction? and (b) What are the differences in the faculty role between traditional face-to-face instruction and Web-based instruction that were described by a graduate nursing faculty? A qualitative, phenomenological research design provided the framework for the study. A guided interview questionnaire was used to investigate the experiences of a group of nurse educators who had recently made the transition from face-to-face instruction to Web-based teaching. The analysis of the data revealed findings that will build upon the research that has conducted related to Web-based instruction in graduate nursing education. Recommendations for nursing education and further research are stated.