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Evaluating the effectiveness of an online faculty development programme for nurse educators about remote teaching during COVID-19

OBJECTIVE: Engaging learners during the COVID-19 pandemic is a significant challenge for educators. The pandemic has propelled the popularity of online learning, with Google Classroom being widely used by educational institutions as a remote learning platform. This study aimed to evaluate the impact...

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Autores principales: Swaminathan, Narasimman, Govindharaj, Pitchaimani, Jagadeesh, Nalini S., Ravichandran, Latha
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Taibah University 2020
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8046826/
https://www.ncbi.nlm.nih.gov/pubmed/33897333
http://dx.doi.org/10.1016/j.jtumed.2020.11.003
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author Swaminathan, Narasimman
Govindharaj, Pitchaimani
Jagadeesh, Nalini S.
Ravichandran, Latha
author_facet Swaminathan, Narasimman
Govindharaj, Pitchaimani
Jagadeesh, Nalini S.
Ravichandran, Latha
author_sort Swaminathan, Narasimman
collection PubMed
description OBJECTIVE: Engaging learners during the COVID-19 pandemic is a significant challenge for educators. The pandemic has propelled the popularity of online learning, with Google Classroom being widely used by educational institutions as a remote learning platform. This study aimed to evaluate the impact of an online faculty development programme on nurse educators' perceived competency in creating and delivering e-content using Google Classroom and other freely available digital tools. METHODS: A pre-experimental design was adopted for the research. A six-module online faculty development course was conducted for 24 nurse educators of an affiliated nursing college, over a period of eight days. A debriefing session was held on ninth day after the completion of the course. A 10-item rating scale was used to assess the participants' perceptions of their competency in using Google Classroom and other digital tools for online teaching before and after the online faculty development course. RESULTS: Out of 24 trained participants, 18 completed the post-evaluation rating scale, giving a response rate of 75%. In the post-evaluation phase, a high level of competency was perceived by 83.3% of participants for using Google Classroom and 66.7% for creating video lectures and using an online grade book. A statistically significant difference (p < 0.001) between pre- and post-course evaluations was observed. CONCLUSION: This study shows that the online faculty development programme enhanced the perceived skills of faculty members in effectively delivering online teaching using various digital tools during the pandemic.
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spelling pubmed-80468262021-04-23 Evaluating the effectiveness of an online faculty development programme for nurse educators about remote teaching during COVID-19 Swaminathan, Narasimman Govindharaj, Pitchaimani Jagadeesh, Nalini S. Ravichandran, Latha J Taibah Univ Med Sci Original Article OBJECTIVE: Engaging learners during the COVID-19 pandemic is a significant challenge for educators. The pandemic has propelled the popularity of online learning, with Google Classroom being widely used by educational institutions as a remote learning platform. This study aimed to evaluate the impact of an online faculty development programme on nurse educators' perceived competency in creating and delivering e-content using Google Classroom and other freely available digital tools. METHODS: A pre-experimental design was adopted for the research. A six-module online faculty development course was conducted for 24 nurse educators of an affiliated nursing college, over a period of eight days. A debriefing session was held on ninth day after the completion of the course. A 10-item rating scale was used to assess the participants' perceptions of their competency in using Google Classroom and other digital tools for online teaching before and after the online faculty development course. RESULTS: Out of 24 trained participants, 18 completed the post-evaluation rating scale, giving a response rate of 75%. In the post-evaluation phase, a high level of competency was perceived by 83.3% of participants for using Google Classroom and 66.7% for creating video lectures and using an online grade book. A statistically significant difference (p < 0.001) between pre- and post-course evaluations was observed. CONCLUSION: This study shows that the online faculty development programme enhanced the perceived skills of faculty members in effectively delivering online teaching using various digital tools during the pandemic. Taibah University 2020-12-09 /pmc/articles/PMC8046826/ /pubmed/33897333 http://dx.doi.org/10.1016/j.jtumed.2020.11.003 Text en © 2020 The Authors https://creativecommons.org/licenses/by-nc-nd/4.0/This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
spellingShingle Original Article
Swaminathan, Narasimman
Govindharaj, Pitchaimani
Jagadeesh, Nalini S.
Ravichandran, Latha
Evaluating the effectiveness of an online faculty development programme for nurse educators about remote teaching during COVID-19
title Evaluating the effectiveness of an online faculty development programme for nurse educators about remote teaching during COVID-19
title_full Evaluating the effectiveness of an online faculty development programme for nurse educators about remote teaching during COVID-19
title_fullStr Evaluating the effectiveness of an online faculty development programme for nurse educators about remote teaching during COVID-19
title_full_unstemmed Evaluating the effectiveness of an online faculty development programme for nurse educators about remote teaching during COVID-19
title_short Evaluating the effectiveness of an online faculty development programme for nurse educators about remote teaching during COVID-19
title_sort evaluating the effectiveness of an online faculty development programme for nurse educators about remote teaching during covid-19
topic Original Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8046826/
https://www.ncbi.nlm.nih.gov/pubmed/33897333
http://dx.doi.org/10.1016/j.jtumed.2020.11.003
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