Abstract:

Today's nursing workforce is increasingly expected to be highly educated and committed to lifelong learning to keep pace with advancements in healthcare. However, this pursuit of continuous education faces significant challenges for certain subsets within the nursing profession due to the predominant reliance on synchronous teaching methodologies in both undergraduate and postgraduate continuing education modules offered by universities. The demand for synchronous teaching and learning poses a considerable hurdle for many nurses, particularly those unable to be released for synchronous teaching sessions due to their work commitments or the demands of their roles.

In the National Health Service (NHS), where there is already considerable demand for nursing services compounded by a national shortage of nursing staff, arranging for shift coverage to enable nurses to participate in further educational opportunities is often impractical. The situation is mirrored in the private sector, where similar shortages of nursing staff exist, yet the challenges of finding replacements for shifts are even more pronounced due to limited resources and staffing constraints. Furthermore, the heavy reliance on synchronous learning in continuing professional development education exacerbates disparities within the nursing workforce, particularly affecting specific demographic groups such as single parents and caregivers. These individuals may face additional challenges in attending synchronous sessions due to their caregiving responsibilities or other personal circumstances, further widening the gap in educational attainment and perpetuating inequalities.

To address these pressing issues and foster inclusivity in nursing education, it is imperative to explore alternative learning methodologies, such as asynchronous approaches. By doing so, nursing education can become more accessible, flexible, and inclusive, accommodating the diverse needs and circumstances of nurses. This shift towards asynchronous learning methods not only enhances accessibility but also provides greater flexibility for nurses to engage with educational materials at their own pace and convenience, regardless of their work schedule or personal commitments.

In pursuit of this goal, research endeavours, such as the exploration presented in this conference poster, play a crucial role. This poster delves into students' experiences with asynchronous education, examining various critical aspects such as accessibility, technology utilisation, motivations for choosing asynchronous modules, the structure and organization of modules, self-reported levels of engagement and interaction, as well as assessments, feedback, and online support mechanisms. Through rigorous investigation and evaluation, insights gained from such research can inform the development of more effective and inclusive educational practices in nursing.

In conclusion, while the prevalence of synchronous teaching methodologies in nursing education presents significant challenges, embracing asynchronous learning methods offers a promising avenue for enhancing accessibility, flexibility, and inclusivity. By making continuing professional development more accessible through asynchronous approaches, nurses are empowered to pursue further education, expand their professional skills, and ultimately contribute to improved patient care and outcomes.

Keywords:

Nurse Education, Asynchronous, Continuing Professional Development, Technology, Online Learning.