Some of the challenges in delivering online virtual education lectures to the nu

Some of the challenges in delivering online virtual education lectures to the nursing student in environments other than the classroom or face-to-face are they are not Individualized and are an isolated learner. (Lisiecki, et.al., 2021)
In being an isolated learner, some of the issues encountered are personal, such as anxiety associated with using technology; this arises due to the software’s technical capability, particularly in terms of its functionality. (Gillett-Swan, 2017)
Another hurdle to online learning is involvement is most visible in collaborating learning tasks such as group work, group presentations, and group assessments. Meaning, that students are outside of their comfort zone; (perceived) inequity in assessment, particularly in “group” assignments; and (perceived) inability or difficulty in peer interaction, particularly in presentations. This too is a challenge for educators, even if a struggling face-to-face student does not raise any questions, the educator might still identify that they require assistance by observing interactions, participation, and movement during the learning activities. However, this differs from an online learning environment where the educator may never see any of the students. They may see the online posts or various levels of participation and engagement, but without the ability to use tools frequently employed by educators to identify those who require additional assistance or support, those who require assistance may go unrecognized. (Gillett-Swan, 2017)
In addressing some of these barriers, Bristol (2019) states, that when employing technology in nursing education, make sure students have a clear understanding of what is expected of them. It is also crucial to maintain consistency across the curriculum to avoid misunderstanding and dissatisfaction. Faculty success and less dissatisfaction are also wonderful byproducts of policy. Everyone benefits when professors properly convey identical expectations to students. A policy helps promote consistency and success for students when technology is involved in nursing education.
In saying this, policies also address any ethical concerns such as HIPPA, especially when using technology in a clinic environment or simulation. Students must develop the necessary knowledge, abilities, and attitudes to use technology in the healthcare field. Understanding technology management, including security, patient confidentiality, and assisting customers in navigating enormous amounts of data, is a crucial aspect of the students’ development. (Bristol, 2019)
Bristol, T. (2019). Policy for managing technology in nursing education. Teaching and learning in Nursing, 14(2), 135-137
Gillett-Swan. J., (2017) The Challenges of Online Learning Supporting and Engaging. Journal of Learning Design Vol.10 No.1 Retrieved from https://files.eric.ed.gov/fulltext/EJ1127718.pdf
Lisiecki, J.L., Rohrich, R. J., Chung, C. C., (2021) How to Host a Virtual Educational Conference, Plastic and Reconstructive Surgery: 148 (6) 1401-1406 doi: 10.1097/PRS.0000000000008571