文摘
3 class=""h3"">Summary3>Distance education continues to expand in nursing programs to service students in urban as well as rural areas in Canada. This article discusses the author’s experience with transitioning a master’s course in nursing from a traditional seminar format with 7ȁ3;8 students to one that included distance students joining the classroom in real-time. The course, ‘Nursing in Tertiary Health Care’ which covers the fall and winter semesters addresses issues and concepts associated with advanced practice nursing for clients of all ages in tertiary care settings. The associated practicum selected by the student with the assistance of the faculty member provides an opportunity to examine the five domains of the Clinical Nurse Specialist role (consultation, education, research, leadership and practice) as one example of advanced practice nursing. The author has taught this course for 12 years in a traditional seminar format. During 2006ȁ3;2007, a synchronous on-line version of this course was also offered whereby distance students joined the classroom at the same time as the other students in house at the university. This was done using personal computers from home or office, and a bridging program called ‘Bridgit’. Lessons learned in making this transition will be discussed.
