Abstract
The purpose of this study was to explore the perceptions of nursing faculty regarding the nature, challenges, and strengths of teaching course content online in prelicensure collaborative baccalaureate nursing programs and the implications for online course delivery. This was an exploratory-descriptive, mixed-methods design based on document analysis, an online survey completed by 32 faculty, and interviews with 16 faculty in a representative sample of 13 English speaking colleges in Ontario. Participants perceived content containing complex cognitive concepts, experiential learning as in relational practice, and psychomotor skill mastery as better suited for traditional classroom delivery. Faculty identified challenges with developing higher level online discussions and having students collaborate. Online teaching took much more time and should be acknowledged in workload assignments. A hybrid teaching environment was preferred. Online education was useful when the content and the semesters/years were appropriate, and necessary supports were in place. [J Nurs Educ. 2020;59(12):683-691.].
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