E-Learning in bachelor-level nursing education in Germany and the role of the nurse educator - a Delphi survey

Background: In addition to conventional face-to-face classes, e-learning is becoming more prevalent in tertiary-level nurse education. Its asynchronous, decentralized nature influences teaching and learning. Aim: This study examines current expert opinion on how e-learning is affecting tertiary-level nurse education and the role of the nurse educator. Methods: In a 3-wave Delphi survey, nurse educators, nursing students/alumni, information and communications technology (ICT-) specialists and members of the scientific community were recruited as experts and asked to give their opinions regarding e-Learning and its effects on nurse education and the nurse educator's role. The null-round (R-0) instrument comprised open questions. The R-0-data were analyzed utilizing qualitative content analysis and then used in conjunction with the results of an earlier literature review to generate items for standardized follow up rounds (R-1&2). The R-1&2-instrument consists of 14 statements pertaining to e-learning and 13 statements pertaining to the nurse educator's role. Participants were asked to indicate the degree to which they agree with each statement. R-1&2-data were analyzed using statistical methods. The means and medians for R-1&2 were compared with each other. In addition, the response behavior of each individual participant was analyzed and assessed as assimilating, divergent, stable or inexplicable. Results: The size of the expert panel was: R-0 = 8, R-1&2 = 15; total panel mortality was n = 2. The analysis of standardized data provides the following representation of expert opinion: Participants viewed the effectiveness of e-learning as being not only dependent upon the domain of the learning objective (i.e. cognitive, affective), but also upon the complexity of the subject matter. According to the experts, face-to-face interaction is paramount to successful learning. The experts also recognized e-learning's potential for facilitating cooperation between clinical and classroom settings, the continuity of teaching and learning, a better work-study-life balance, as well as knowledge transfer. Furthermore, the participants took the view that e-learning changes the nurse educator's role, requiring new/expanded didactical, pedagogical, administrative and technical competencies compared to traditional face-to-face teaching and learning. Conclusions: Nurse educators will need specific training to prepare them for their altered role. Blended learning offers more added value than pure online learning.