Posted: June 5th, 2026

Does online learning affect the competence of nurses graduating from online nursing programs?

Does online learning affect the competence of nurses graduating from online nursing programs?
Online learning is a mode of education that allows students to access courses and programs through the internet, without having to attend classes in person. Online learning has become increasingly popular in recent years, especially in the context of the COVID-19 pandemic, which has disrupted traditional face-to-face education. Online learning offers many benefits, such as flexibility, convenience, affordability, and accessibility. However, it also poses some challenges, such as technical issues, isolation, lack of motivation, and academic integrity.

One of the fields that has embraced online learning is nursing. Online nursing programs are designed to provide students with the knowledge, skills, and competencies required to become registered nurses. Online nursing programs can be offered at different levels, such as associate, bachelor’s, master’s, or doctoral degrees. Online nursing programs can also be tailored to different specialties, such as adult nursing, mental health nursing, learning disabilities nursing, or children’s nursing.

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However, online learning also raises some questions about the quality and effectiveness of nursing education. Does online learning affect the competence of nurses graduating from online nursing programs? How can online nursing students develop the necessary skills and abilities to provide safe and quality care to patients? How can online nursing educators ensure that their students meet the standards for competence for registered nurses set by the Nursing and Midwifery Council (NMC) ?

These are important questions that need to be addressed by researchers, educators, students, and practitioners in the field of nursing. In this blog post, we will explore some of the evidence and perspectives on online learning and its impact on nursing competence. We will also discuss some of the strategies and recommendations for enhancing online nursing education and ensuring that online nursing graduates are competent and prepared for their roles.

Online Learning and Nursing Competence: Evidence and Perspectives

There is no definitive answer to the question of whether online learning affects the competence of nurses graduating from online nursing programs. The evidence on this topic is mixed and inconclusive. Some studies have found no significant differences in the outcomes and competencies of online and traditional nursing students . Other studies have reported positive effects of online learning on nursing competence, such as improved critical thinking, communication, collaboration, and self-directed learning skills . However, some studies have also identified some challenges and limitations of online learning for nursing competence, such as reduced clinical experience, lack of hands-on practice, difficulty in assessing skills performance, and lack of feedback and support .

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Therefore, it is not possible to generalize or compare the competence of online and traditional nursing graduates based on their mode of education alone. Rather, it is important to consider other factors that may influence their competence development, such as the quality of the curriculum, the pedagogy, the assessment methods, the faculty qualifications, the student characteristics, the clinical placements, and the regulatory standards.

Online Learning and Nursing Competence: Strategies and Recommendations

Despite the challenges and limitations of online learning for nursing competence development, there are also some strategies and recommendations that can be implemented to enhance online nursing education and ensure that online nursing graduates are competent and prepared for their roles. Some of these strategies and recommendations are:

– Developing a clear framework for digital skills development for nurses that covers six domains: digital identity, well-being and safety; information, data and media literacies; teaching,
learning and self-development; communication,
collaboration and participation; technical proficiency; and digital creation,
innovation and scholarship .
– Aligning online nursing curricula with the NMC standards for competence for registered nurses that cover four domains: professional values; communication
and interpersonal skills; nursing practice
and decision making; leadership,
management
and team working .
– Using a variety of teaching methods
and technologies
to facilitate learning,
such as lectures,
videos,
podcasts,
webinars,
simulations,
games,
quizzes,
discussions,
forums,
blogs,
wikis,
portfolios,
etc.
– Providing frequent
and timely feedback
and support
to online nursing students
through email,
phone,
chat,
video conferencing,
online office hours,
etc.
– Incorporating authentic
and meaningful assessment methods
that measure both knowledge
and skills
outcomes,
such as essays,
case studies,
projects,
presentations,
reflections,
peer reviews,
etc.
– Ensuring adequate
and quality clinical placements
for online nursing students
that provide them with opportunities
to apply their knowledge
and skills
in real-world settings
and to interact with patients,
families,
and other health professionals.
– Providing ongoing professional development
and training
for online nursing educators
to enhance their digital capabilities
and pedagogical skills.
– Engaging in scholarship
of teaching
and research
on online learning
and its impact on nursing competence.

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Conclusion

Online learning is a mode of education that has many benefits and challenges for nursing education. Online learning does not necessarily affect the competence of nurses graduating from online nursing programs, but it requires careful design, implementation, and evaluation to ensure that online nursing graduates are competent and prepared for their roles. Online learning also requires collaboration and coordination among researchers, educators, students, practitioners, and regulators in the field of nursing to enhance online nursing education and ensure that online nursing graduates meet the standards for competence for registered nurses.

References

: Standards for competence for registered nurses – The Nursing and Midwifery Council. (2014). Retrieved from https://www.nmc.org.uk/standards/standards-for-nurses/pre-2018-standards/standards-for-competence-for-registered-nurses/

: Cant, R. P., & Cooper, S. J. (2017). The impact of simulation-based learning on student nurses’ clinical skill acquisition and self-confidence: A meta-analysis. Nurse Education Today, 58, 28-38.

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: Global Nursing Education: International Resources Meet the NLN Core Competencies. (2021). Retrieved from https://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-26-2021/No1-Jan-2021/Global-Nursing-Education.html

: Digital Competence Frameworks: Their Role in Enhancing Online Learning in Nursing Education. (2020). Retrieved from https://link.springer.com/chapter/10.1007/978-3-030-57430-7_8

: Test of Competence 2021: Preparation materials – The Nursing and Midwifery Council. (2021). Retrieved from https://www.nmc.org.uk/registration/joining-the-register/toc/toc-2021/resources/

: Digital skills | eHealth | Royal College of Nursing. (2023). Retrieved from https://www.rcn.org.uk/clinical-topics/ehealth/digital-skills

: Billings, D. M., & Halstead, J. A. (2016). Teaching in nursing: A guide for faculty (5th ed.). St. Louis, MO: Elsevier.

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: Improving digital literacy – Health Education England and RCN (2017). Retrieved from https://www.hee.nhs.uk/sites/default/files/documents/Digital%20literacy%20framework.pdf

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