Nursing Students’ Empowerment in Distance Education: Testing Kanter's Theory

Authors

Elizabeth Ledwell, Conestoga College, Kitchener, ON
Mary-Anne Andrusyszyn, University of Western OntarioFollow
Carrolll L. Iwasiw, University of Western OntarioFollow

Document Type

Article

Publication Date

Fall 2006

Journal

Journal of Distance Education

Volume

21

Issue

2

First Page

78

Last Page

95

Abstract

This qualitative, explanatory study examined Post-RN baccalaureate nursing students’ experiences of empowerment with distance education and computer conferencing (CC) for fit with the constructs of Kanter’s (1977, 1993) Theory of Structural Power in Organizations. Seven post-RNs from Canadian distance education nursing programs were interviewed. Interview transcripts were examined using content analysis. Kanter’s theory was useful in describing empowerment structures in distance education courses. Feedback from instructors, access to library facilities, and support from employers and family are essential elements of an empowering educational experience. Students missed face-to-face contact. Two themes unrelated to Kanter’s theory—self-direction and determination to succeed—emerged. This study, based on a theoretical framework, will be of interest to educators and administrators of distance education programs.