scholarly journals Collaborative Online Learning Using a Blended Learning Design for a Physiology Course in Nursing Education

Seminar.net ◽  
2021 ◽  
Vol 17 (01) ◽  
Author(s):  
Reidun Lid ◽  
Simen Alexander Steindal ◽  
Hanne Maria Bingen
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Blended Learning ◽  
Causal Reasoning ◽  
Community Support ◽  
Learning Context ◽  
Design Data ◽  
Part Time ◽  
Qualitative Descriptive ◽  
Group Interviews

Background: This paper is based on implementation of Salmon’s model for online collaborative learning in a blended learning context for part-time nursing students at a Norwegian university. Objectives: The aim of this study was to explore and describe students’ experiences and to assess the relevance of Salmon’s model applied in a blended learning course in physiology. Methods: The study used a qualitative descriptive design. Data were collected from students enrolled in a physiology course in 2011 and 2012. Qualitative data came from survey and focus group interviews.  Findings: Three themes emerged from this study: participation in both steps of the two-step design is important but challenging; online socialisation and a sense of group community support student participation and learning in group e-tivities; and the students’ perception of responsibility when collaborating online. Conclusions: The teacher’s facilitation of online socialisation, participation, collaboration, feedback and intervention promoted a sense of community and was crucial for the students’ learning of physiology. However, a lack of confidence concerning professional physiology knowledge led to a greater dependency on the teacher than Salmon’s model suggests. The model may have limited potential in physiology, which requires causal reasoning. We suggest combining Salmon’s asynchronous model with synchronous activities.  

scholarly journals Nursing students’ attitudes towards ICT in education and clinic in Denmark

Seminar.net ◽  
2015 ◽  
Vol 11 (1) ◽  
Author(s):  
Raymond Kolbæk
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Focus Group ◽  
First Year ◽  
Learning Context ◽  
First Year Students ◽  
Methodical Approach ◽  
E Learning ◽  
Students Attitudes ◽  
Group Interviews

It is well known that in an era of emerging use of ICT in nursing education and health care it is important to have knowledge of the attitudes towards ICT within the profession. However, nursing students and nurses have been notoriously reluctant to embrace/implement ICT in their work and studies.This paper focuses on the construction of ICT-habitus amongst bachelor nursing students displayed by four positions of attitudes that describe the ICT-habitus of the group of nursing students included [under consideration] in the study. Quotes from the students are used to support and illustrate the findings. The methodical approach was based on Pierre Bourdieu’s multi-faceted data collection approach and Steiner Kvale’s technical guidelines for interviewing were used for conducting focus group interviews.In order to carry out the construction a mapping of ICT implementation in the Danish primary and secondary education and nursing education from 1970 – 2001 was undertaken. A questionnaire concerning attitudes towards ICT in Healthcare was conducted amongst first year students and focus group interviews were completed. A bibliography and other sources has been included. These datasets made it possible to construct the field of ICT in nursing education and +to construct nursing students' ICT habitus and ICT capital, which was were categorized in four descriptive positions, called "The endorser", "The sceptic", "The adversary" and "The critical".These positions can be used for developing strategies for implementing ICT and development of e-learning in educational and clinical settings for nursing students, thereby contributing with new knowledge and understanding of the ICT-based learning context and the processes within.

scholarly journals Second Year Nursing Students’ Experiences of Clinical Placement in a Rural Health Centre

2018 ◽  
Vol 3 (2) ◽  
pp. 107
Author(s):  
Vistolina Nuuyoma ◽  
Daniel Opotamutale Ashipala
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Rural Health ◽  
Positive Impact ◽  
Health Centre ◽  
Learning Context ◽  
Rural Health Centre ◽  
Satellite Campus ◽  
Health Centres ◽  
Second Year

Introduction: In nursing education, it is expected that students take theoretical and practical courses. Practical components are an integral part of learning in nurses’ training, which is effected through placement of students in different clinical settings. In Namibia, hospitals, clinics and health centres are popularly utilized as a clinical environment for placing nursing students at all levels of studies. However, little is known on how students experience the placement at the health centres. In 2016 Nursing students from a satellite campus were placed at a health centre.Methods: The study followed qualitative research principles, and it was explorative, descriptive and contextual in nature. Data were collected from reflections submitted by second year nursing students from a UNAM satellite campus upon completion of their two weeks placement at a health centre in 2016. Data were analyzed using content analysis as a data analysis strategy. Trustworthiness of this study was ensured by applying the criteria of Lincoln and Guba, namely: credibility, transferability, dependability, and confirmability of the study.Results: The five themes that emerged from the study are: ‘interpersonal factors’, ‘students’ reactions to the learning context’, ‘enablers of students’ learning at a rural health centre’, ‘challenges experienced by students’, and ‘recommendations made by students on learning in a rural health centre’.Conclusion: It is evident that good interpersonal interaction between nursing staff, students and patients appear to have a positive impact on learning. Students reflected on limited supply of equipment, and limited cases available as challenges experienced during their placement. Furthermore, students made suggestions to improve placements in a rural health centre.

scholarly journals School Life Experience of Male Nursing Students Reinstated at School after Military Service

2018 ◽  
Vol 24 (4) ◽  
pp. 315-325
Author(s):  
Kyoung A Nam ◽  
Kyeong Hwa Kang ◽  
Seongmi Moon
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Professional Identity ◽  
Military Service ◽  
Life Experience ◽  
School Life ◽  
Focus Group Interviews ◽  
Group Interviews ◽  
Quality Of Nursing

Purpose: This study aimed to explore and describe the school life experience of male nursing students reinstated at school after military service. Methods: The participants in the current study were 20 male nursing students from three universities. The data were collected in focus group interviews, and an inductive content analysis was performed on the data obtained from six focus groups. Results: The content relating to the school experience of the participants was categorized into four themes: making a new start, facing challenges, trying to find one's place, and confusion about one's professional identity. Conclusion: Nursing education in Korea needs to be reconsidered, as it adheres to a gender-stereotyped identity. This study provides implications for improving the content and quality of nursing education.

Norwegian nursing students’ experiences of theoretical and clinical studies in Tanzania: A descriptive qualitative study

2021 ◽  
pp. 205715852110232
Author(s):  
Sigrid Wangensteen ◽  
Solveig Granseth ◽  
Marycelina Msuya ◽  
Kristin Haugen
Keyword(s):  
Nursing Students ◽  
Clinical Studies ◽  
Professional Growth ◽  
Culture Shock ◽  
Learning Experiences ◽  
Student Group ◽  
Qualitative Descriptive ◽  
Group Interviews ◽  
Group Sharing ◽  
Study Abroad Program

Internationalization has been a priority in higher education for several decades. No studies reporting nursing students’ learning experiences from both theoretical and clinical studies in Africa were identified. The study aimed to describe learning experiences of Norwegian nursing students after participating in a study-abroad program that includes theoretical and clinical studies in Tanzania. A qualitative descriptive design was chosen. Five group interviews were carried out from 2013–2016. The students entered new ground; they were in a challenging learning process but most of all they experienced personal and professional growth. The students increased their cultural competence, enabling them to meet patients and relatives from foreign cultures more open-mindedly. Being part of a student group, sharing experiences and reflecting on these are crucial for personal and professional growth. Returning home and experiencing a kind of ‘reverse culture shock’ underlines the importance of debriefing shortly after return to their home university.

scholarly journals An Examination of Interprofessional Team Functioning in a BScN Blended Learning Program: Implications for Accessible Distance-Based Nursing Education Programs

2016 ◽  
Vol 41 (1) ◽  
Author(s):  
Lorraine Mary Carter ◽  
Bev Beattie ◽  
Wenda Caswell ◽  
Scott Fitzgerald ◽  
Behdin Nowrouzi
Keyword(s):  
Nursing Education ◽  
Blended Learning ◽  
Learning Program ◽  
Clinical Placements ◽  
Bachelor Of Science ◽  
Interprofessional Team ◽  
Practical Nurse ◽  
Part Time ◽  
Team Functioning ◽  
Learning Professionals

In this study, the perceptions and experiences of an interprofessional team responsible for the development and delivery of the Registered Practical Nurse (RPN) to Bachelor of Science in Nursing (BScN) Blended Learning Program at Nipissing University were examined. In this program, RPNs can acquire a BScN through distance-based part-time study, including online courses and clinical practicum. In three years, the program has grown from an initial intake of 60 students to a current enrolment of over 600 students (Fitzgerald, Beattie, Carter, & Caswell, 2014).The success of the program is attributed to three factors: a part-time curriculum that permits students to work as they study; partnerships with hospitals and other clinical facilities to support the nurse-learner’s clinical placements; and the performance of a highfunctioning interprofessional team. This study of teamwork will benefit nursing and adult learning educators as well as e-learning professionals involved in the development and delivery of flexible programs for working nurses.

scholarly journals The Experience, Task Value and Self-Efficacy of Nursing Students in Attending Blended Learning in Basics Science in Nursing 2 Course in Faculty of Nursing Universitas Padjadjaran

2019 ◽  
Vol 3 (2) ◽  
pp. 94
Author(s):  
Ryan Hara Permana ◽  
Dian Adiningsih
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Blended Learning ◽  
Learning Experience ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Skills Training ◽  
Learning Needs ◽  
Learning Material ◽  
Material Technology

Introduction: The implementation of blended learning in nursing education is needed to provide quality and efficient learning. There is a need for an investigation of students’ experience in following blended learning especially in the subject of basic science in nursing 2 including anatomy, physiology, biochemistry, pathophysiology and pharmacology in nursing topics. This study aims to provide an ideal picture for students of the Faculty of Medicine in Indonesia. Methods: This study occupied quantitative descriptive research method with simple random sampling technique. The respondents were 93-second years students of the Faculty of Nursing, UniversitasPadjadjaran. The Learning Experience Questionnaire (LEQ) instrument was used to measure students’ experience. The data were analysed using percentage analysis. Results: More than a half of total respondents had good experience in participating in mixed learning of IDK course. Conclusions: Students’good experience may be influenced by the availability of student access to the internet, and the instructional design of the blended learning. The main obstacle in implementing the course were a large learning credit burden and extensive coverage of the learning material. Technology skills training and habituation of blended learning needs to be given by the faculty before students take part in blended learning. 

Night Shift as a Clinical Placement Strategy: A Qualitative Analysis of Nursing Students’ Experiences in North-Eastern Namibia

2020 ◽  
Vol 22 (1) ◽  
Author(s):  
Vistolina Nuuyoma ◽  
Johannes N Aron
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Night Shift ◽  
Clinical Placement ◽  
Design Data ◽  
Negative Experiences ◽  
Clinical Placements ◽  
School Of Nursing ◽  
North Eastern ◽  
Principles Of Justice

Clinical placement strategies facilitate clinical learning, which students and nurse educators consider to be a foundation in nursing training; they gain the ability to develop expected competencies. Night shift is one of the clinical placements used in nursing education, yet many studies globally only focus on students’ experiences of clinical placement during the day shift. It is not explicitly known how the nursing students in north-eastern Namibia experience the night shift as part of their clinical placement strategies. The focus of this article is on exploring and describing how nursing students in north-eastern Namibia have experienced the night shift as part of their clinical placement. The study was conducted at the university campus located in north-eastern Namibia. A qualitative approach, with phenomenology, was used as research design. Data were collected via focus group discussions with 18 nursing students who were purposively selected until data saturation was reached. Data analysis followed content analysis. The trustworthiness of the study was ensured using the criteria of Lincoln and Guba. The ethical principles of justice, beneficence, confidentiality, anonymity, and non-maleficence were also considered. Three main themes emerged: nursing students experienced the night shift as a beneficial clinical placement; there were negative experiences for nursing students when the night shift was used as a clinical placement; and there are strategies to strengthen the night shift as a clinical placement strategy. Nursing students in north-eastern Namibia have both positive and negative experiences of night shift clinical placement. Therefore, the School of Nursing should continue to use night shift as a clinical placement strategy, provided interventions are put in place to strengthen it and to make the learning environment more conducive.

Leadership and intra-personal development: relevance to Chinese nursing students

2014 ◽  
Vol 13 (4) ◽  
Author(s):  
Zenobia C.Y. Chan
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Focus Group ◽  
Clinical Setting ◽  
Personal Development ◽  
Cultural Influence ◽  
Nursing Leadership ◽  
Nursing Programs ◽  
Focus Group Interviews ◽  
Group Interviews

AbstractIt is well known that intra-personal attributes and leadership styles are crucial elements of nursing education and practice. However, little has been done in these aspects, particularly in terms of students’ perspectives regarding various cultural influences on intra-personal development and nursing leadership. Six focus group interviews were conducted in Hong Kong to explore the meanings of intra-personal development and nursing leadership in nursing education and the clinical setting, and to analyze Chinese culture relevant to intra-personal and leadership development. The results revealed three themes (intra-personal development, nursing leadership, and cultural influence) extracted from the focus group interviews. Regarding intra-personal development, the findings from participants’ experiences suggested that they agreed with the importance of self-awareness, self-reflection, emotional competence, resilience, morality, and self-identity in nursing students. In addition, social competence, communication, team building and self-leadership, as well as crisis, conflict, and stress management, are crucial to nursing leadership. Some participants were also concerned with the cultural influence on gender barriers and hierarchism in the clinical setting. As intra-personal characteristics, leadership competence, and cultural values are crucial and fundamental in education, nursing programs should enhance these aspects for the holistic development of nursing students. Further studies across regions and time, interviews with nursing educators, and cross-cultural collaboration for nursing leadership and intra-personal development in nursing programs are recommended.

scholarly journals Experiences of Perception of Nursing Students' Rights in Clinical Practice

2019 ◽  
Vol 25 (4) ◽  
pp. 471-483
Author(s):  
Sunghee Park ◽  
Hyeyoung Cho
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
University Hospitals ◽  
Focus Group Interviews ◽  
Practice Experience ◽  
Purposeful Sampling ◽  
Content Analysis Method ◽  
Group Interviews ◽  
Practice Methods

Purpose: The purpose of this study was to explore the experiences of perception of nursing students' rights participating in clinical practice. Methods: This descriptive study carried out purposeful sampling. The participants were 17 nursing students, who had experience of participating in clinical practice for more than 12 weeks. Data were collected through focus group interviews. Twelve subjects were in their third year and five in their fourth year. All were practicing in secondary general and tertiary university hospitals. The data were analyzed using classical content analysis method. Results: The researchers extracted 23 codes representing the nursing students' rights of clinical practice, which were grouped into 4 categories and 11 subcategories. The 4 categories were 'deep disappointment as an alienated person in a clinical field', 'clinical practice experience that cannot be given up despite difficulties', 'need for a practice environment that takes care of nursing students', and 'hope for support, advocacy and respect'. Conclusion: Nursing students cannot claim rights at this time, but expressed the desire to build a support system so that these parts can be improved in the future. Therefore, nursing education institutions and clinical fields should maintain diverse efforts through reciprocal relationships.

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