{'fraction_non_alphanumeric': 0.03140096618357488, 'fraction_numerical': 0.004830917874396135, 'mean_word_length': 5.376923076923077, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Presence in three interconnected contexts: considerations for nursing education in the 21st century.

Online nursing education has grown tremendously over the past decade and there is every reason to believe that this growth will continue in the 21st century. "Presence" is concept that has familiarity in nursing, education, and technology. With the convergence of these three interrelated contexts, presence holds a new level of interest for nursing education. "Connecting with," "being with," and/or "being available" to another in a virtual world poses challenges for nurse educators as they turn their focus on student satisfaction in online courses, connecting with others in ways that enhance learning, and exploring ways of "being with" or "connecting with" patients in both traditional and virtual environments of care.