The effect of collaboration and utilisation of academic coaches in online learning environments

Résumé fourni par la source

A nursing shortage is being felt across the US and the problem was only amplified by the COVID-19 pandemic that began in late 2019. There are many registered nurses (RN) who hold an Associate of Science in Nursing (ASN) degree; however, hiring new RNs with a Bachelor of Science in Nursing (BSN) is a national priority. Therefore, the University System of Georgia (USG) established a Cooperative Academic Agreement of 13 institutions in Georgia which offer the RN to Bachelor of Science in Nursing (RN to BSN) programme. In an attempt to increase pre-licensure programme enrolment and capacity, RN to BSN faculty were released to teach in pre-licensure programmes. For the Cooperative Academic Agreement to be utilised to its full potential, academic coaches were hired to assist students in the successful progression through the collaborative courses. The purpose of this longitudinal study was to examine students’ perceptions of support provided by academic coaches in an online learning environment. To assess students’ perception, the researchers added five items to the course evaluation administered in the collaborative courses. Although the response rate was low, the results from the course evaluations suggest that students perceived the academic coaches positively contributed to their academic success.

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