Karlsen Karina, Aronsen Charlotte, Bjørnnes Therese Daleng, Harberg Trine Bruun, Halland Anita Nytræ, Holand Thomas, Jakobsen Lena, Kornbakk Liv, Kvalshaug Britt-Inger, Lian Hilde, Nygård Carina, Solsvik Ann Kristin, Trømborg Elisabeth, Emaus Nina
Department of Health and Care Sciences, Faculty of Health Sciences, UiT the Arctic University of Norway, Norway.
Heliyon. 2023 Feb;9(2):e13331. doi: 10.1016/j.heliyon.2023.e13331. Epub 2023 Jan 31.
The covid-19 pandemic has profoundly led to changes in use of digital platforms, online teaching, and e-learning strategies. The aim of the present study was to examine how future pedagogical approaches can promote constructive learning environments and facilitate nursing students learning processes in future post-pandemic scenarios based on an action research study, which were conducted through several steps from January 2021 through January 2022 in a Bachelor of Nursing program at UiT the Arctic University of Norway. Students from the 2020 enrollment were invited to focus group interviews in March 2021. The interviews were transcribed, and content analyzed, resulting in concrete advice, which were implemented for the next enrollment. Students from the 2021 enrollment were invited to similar focus groups, resulting in refined advice, which will be presented. The pandemic situation resulted in extensive use of digital platforms for the 2020 enrollment. Students from this cohort described shock and disappointment connected to their study start. They expected a new life, meeting new friends and to develop a student identity, but their expectations were broken. The loss of social connections led to isolation and a weak link to the program and to the nursing profession. They recommended integrated training of theoretical and practical skills in small groups combined with short, well-prepared digital lectures equivalent to "flipped classroom" approaches. Implementing their advice, the 2021 enrollment's experience became different. This group was prepared for extensive use of digital platforms and gave future advise on increased flexibility and balance between the various learning activities centered around the clinical sessions. Based on these experiences during the pandemic, we suggest that digital platforms and e-learning strategies facilitate nursing students learning in combination with active and social learning environments.
新冠疫情深刻地导致了数字平台使用、在线教学和电子学习策略的变化。本研究的目的是基于一项行动研究，探讨未来的教学方法如何在疫情后的未来场景中促进建设性的学习环境，并促进护理专业学生的学习过程。该行动研究于2021年1月至2022年1月在挪威北极大学UiT的护理学士学位项目中分几个步骤进行。邀请了2020年入学的学生参加2021年3月的焦点小组访谈。对访谈进行了转录和内容分析，得出了具体建议，并在下一次招生中实施。邀请了2021年入学的学生参加类似的焦点小组，得出了完善后的建议，将予以呈现。疫情形势导致2020年入学的学生广泛使用数字平台。这一届的学生描述了与学习开始相关的震惊和失望。他们期望开启新生活，结识新朋友并形成学生身份，但他们的期望落空了。社交联系的缺失导致了孤立，以及与课程和护理专业的联系薄弱。他们建议在小组中进行理论和实践技能的综合培训，并结合简短且准备充分的数字讲座，类似于“翻转课堂”的方法。实施他们的建议后，2021年入学学生的经历有所不同。这一组学生为广泛使用数字平台做好了准备，并就围绕临床课程的各种学习活动之间增加灵活性和平衡给出了未来建议。基于疫情期间的这些经历，我们建议数字平台和电子学习策略与积极的社交学习环境相结合，有助于护理专业学生的学习。
