The value of a redesigned clinical course during COVID-19 pandemic: an explorative convergent mixed-methods study.

Autor: Egilsdottir HÖ; Centre for Health and Technology, Faculty of Health and Social Sciences, University of South-Eastern Norway, Grønland 58, 3045, Drammen, Norway. osp.egilsdottir@usn.no., Heyn LG; Centre for Health and Technology, Faculty of Health and Social Sciences, University of South-Eastern Norway, Grønland 58, 3045, Drammen, Norway., Brembo EA; Centre for Health and Technology, Faculty of Health and Social Sciences, University of South-Eastern Norway, Grønland 58, 3045, Drammen, Norway., Byermoen KR; Centre for Health and Technology, Faculty of Health and Social Sciences, University of South-Eastern Norway, Grønland 58, 3045, Drammen, Norway., Moen A; Institute of Health and Society, Faculty of Medicine, University of Oslo, Forskningsveien 2B, 0371, Oslo, Norway., Eide H; Centre for Health and Technology, Faculty of Health and Social Sciences, University of South-Eastern Norway, Grønland 58, 3045, Drammen, Norway.
Jazyk: angličtina
Zdroj: BMC nursing [BMC Nurs] 2022 Apr 24; Vol. 21 (1), pp. 94. Date of Electronic Publication: 2022 Apr 24.
DOI: 10.1186/s12912-022-00872-8
Abstrakt: Background: The COVID-19 lockdown in March 2020 had a significant consequence for nursing students worldwide including limited access to learning situations in clinical rotation. Therefore, this study aims to explore how an innovative redesign of a clinical course in a time of pandemic supported nursing students in learning the fundamentals of care in their first year. The redesign involved the transformation of a traditional hands-on clinical course into a technology-enhanced learning environment.
Design: This was an explorative convergent mixed-methods study using both quantitative and qualitative methods.
Methods: Twenty-four first-year nursing students responded to an online questionnaire with open-ended questions. Two nursing students and one faculty member participated in individual online interviews, and three faculty members participated in an online focus group interview. All the data were collected in June 2020. The quantitative data were analyzed using descriptive statistics and the qualitative data using content analysis. The GRAMMS guideline was applied.
Results: The students achieved the learning outcomes regarding fundamental care, basic physical assessment skills, and clinical reasoning with the help of academic assignments, multimedia learning resources, and virtual patients. Further, six central aspects of the facilitator role in the virtual simulation were identified. The aspect that was considered most valuable involved uncovering the "red thread" between different areas of knowledge in the first year of nursing education; this supported the students to better understand how to think and talk like a nurse.
Conclusion: This study offers insight into how a technology-enhanced clinical course can foster the learning of fundamental nursing care, basic physical assessment skills, and clinical reasoning skills; enhancing students' preparedness for clinical hours. Virtual patients' scenarios contributed to integrating different types of knowledge and skills that are important when providing nursing care for patients in clinical practice. This study also highlighted a gap in pedagogical competence among faculty members with regards to facilitating learning in a technology-enhanced learning environment. Study findings suggest promising pedagogical strategies that should be further developed post-pandemic, in response to the call for a renewal of nursing education using more technologically supported learning designs.
(© 2022. The Author(s).)
Databáze: MEDLINE
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