Perceptions of nurse educators towards online education in a public nursing college in the KwaZulu Natal province

Background: The 4th industrial revolution has brought about a plethora of changes in the educational landscape. While online education is growing at a tremendous rate in higher education, in South Africa, its use in Nursing Education is a relatively new phenomenon. The purpose of the study: The purpose of the study was to explore and describe the perceptions of nurse educators have towards online education. Methodology: An explorative, descriptive, qualitative research design was used to collect data in the form of individual face-to-face semi structured interviews from nurse educators at 3 selected campuses that form part of the greater public nursing college in the province of KwaZulu-Natal. Data saturation was reached after 21 interviews. The sampling method used was convenience sampling. The interviews were audio recorded and later transcribed verbatim before the data was analysed using a computer assisted qualitative data analysis software (CAQDAS), namely NVivo. Findings: The four themes that emerged from the study included: perceived advantages of online education; perceived disadvantages of online education; perceived barriers for effective implementation of online education; and the perceived measures that can be used to promote the use of online education. Conclusion: The study concludes that online education is perceived by nurse educators to have both advantages and disadvantages. Therefore, in order to promote the use of online education modalities in the province, it is vital that institutions attend to those perceived disadvantages whilst enhancing perceived advantages. The study determined that the perceived barriers to the effective implementation of online education included lack of infrastructure, inadequate technology skills as well as little or no support. Therefore, successful implementation of online education is dependent upon collaboration amongst all stakeholders. Recommendations: It is recommended that nursing education institutions provide adequate infrastructure and equipment; proper training and support; improves the attitudes of nurse educators; reduces the potential for dishonesty during online assessments; encourages innovative ways of teaching and learning; have procedures iv | P a g e and policies in place that support online education; and have clear predetermined working arrangements to make online education suitable to the practical component.Health Studie