University Nursing Program: Discussion Replies on Online Education

This assignment comprises two discussion replies addressing the benefits and challenges of online education, particularly within the context of nursing programs. The first reply agrees with the necessity of online courses for health professionals, highlighting flexibility but acknowledging potential issues for those with limited technological proficiency or internet access. It suggests improving internet access in rural areas to ensure equitable opportunities. The second reply discusses the impact of online courses on student motivation, suggesting that the lack of face-to-face interaction may lead to decreased engagement. It proposes that webinars, video conferencing, and support from family and professionals can help in mitigating the challenges. Both replies reference supporting literature to bolster their arguments, providing a comprehensive analysis of the topic.

Running head: DISCUSSION POSTS: REPLY TO PEER POSTS
DISCUSSION POSTS: REPLY TO PEER POSTS
Name of the Student:
Name of the University:
Author note:

1DISCUSSION POSTS: REPLY TO PEER POSTS
Reply 1: Reply to Courtney Rufus
I completely agree that the availability of online educational courses are not just
beneficial but an absolute necessity. For health professionals and students who wish to expand
their horizons, while juggling with work, engaging in online education is advantageous since it
grants them greater flexibility and autonomy over their education and already busy lives (Wilson
et al., 2016). However, for individuals who lack sufficient knowledge in technology usage –
online educational courses may not be the most beneficial option. This problem may be further
aggravated for nursing students living in remote locations where internet access is sparse and for
whom, ironically, online education could have been of great help. Thus, with the high
availability of online courses, it is also advisable that the government consider increasing internet
facilities in rural and remote areas to ensure equitable access (Hendrickx & Winters, 2017).
References
Hendrickx, L., & Winters, C. (2017). Access to continuing education for critical care nurses in
rural or remote settings. Critical care nurse, 37(2), 66-71.
Wilson, B. M., Shick, S., Carter, R. R., Heath, B., Higgins, P. A., Sychla, B., ... & Jump, R. L.
(2017). An online course improves nurses' awareness of their role as antimicrobial
stewards in nursing homes. American journal of infection control, 45(5), 466-470.

2DISCUSSION POSTS: REPLY TO PEER POSTS
Reply 2: Amita Kapoor
Since online courses provide students complete freedom over their learning materials,
increased academic pressures coupled with additional occupational responsibilities can often
make studying a daunting task. The absence of a real life peer-to-peer and student-teacher
interactions often result in loss of motivation, enthusiasm and encouragement among students in
studying in online educational courses (McCutcheon et al., 2015). However, along with
availability of learning resources, online courses also provide facilities like webinars and video
conferencing which can allow students to engage in live interaction, clear their doubts and feel
motivated. Additionally, I agree with Amita that conversing with family members, close friends
and even professionals who are tenured in the field, can prove to be major source of support for
students participating in online courses (Koo et al., 2016).
References
Koo, C. L., Demps, E. L., Farris, C., Bowman, J. D., Panahi, L., & Boyle, P. (2016). Impact of
flipped classroom design on student performance and perceptions in a pharmacotherapy
course. American journal of pharmaceutical education, 80(2), 33.
McCutcheon, K., Lohan, M., Traynor, M., & Martin, D. (2015). A systematic review evaluating
the impact of online or blended learning vs. face‐to‐face learning of clinical skills in
undergraduate nurse education. Journal of advanced nursing, 71(2), 255-270.