Online Instruction as a Caring Endeavor

Online instruction has been approached with caution by nursing. Concerns range from unfamiliarity with online pedagogy to the potential for decreased student connectedness. Being unfamiliar with the online format can be overcome through a series of self-training, taking courses online, and dedication to the process. Student connectedness is basic to nursing and a caring and compassionate profession. It has been argued that an online format will create an atmosphere of disconnectedness and isolation. To combat this disconnectedness and isolation, an atmosphere of caring is required in the online classroom. This article considers the basics of both creating an atmosphere of caring and concepts that support the online pedagogy. Caring is the essence of nursing and should be conveyed in the instruction of nurses. Online instruction can facilitate a caring atmosphere, when done properly, and promote growth for student nurses. Grounding this notion is a brief discussion of various nursing concepts and theories on caring, and how the key elements of some of these theories relate directly to the outcomes of online instruction. In addition to the concept of caring and relating this to online instruction, a connection to the supporting concepts of trust and professional nurse autonomy are intimately connecting to caring and online instruction. This connection illustrates the foundational results of online instruction and how these are indeed the same elements of the concept of caring.