护理教育中的数字学习：新冠疫情封锁期间的经验教训
Digital learning in nursing education: lessons from the COVID-19 lockdown.
作者信息
Haanes Gro Gade, Nilsen Etty, Mofossbakke Randi, Wighus Marianne, Ravik Monika
机构信息
Faculty of Health and Social Sciences, Institute for Nursing and Health Science, University of Southeastern Norway, Campus Bakkenteigen, Horten, 3184 Borre, Norway.
USN Research Group of Clinical Competence, Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, University of Southeastern, University of Southeastern Norway, Porsgrunn, Norway.
出版信息
BMC Nurs. 2024 Sep 11;23(1):646. doi: 10.1186/s12912-024-02312-1.
BACKGROUND
The COVID-19 pandemic necessitated a swift transition to e-learning, significantly impacting nursing education due to its reliance on practical, hands-on experiences and the critical role nurses play in healthcare. Nursing students need to achieve high levels of clinical competence through experiences traditionally obtained in clinical settings, which e-learning had to replicate or supplement. Understanding the unique challenges faced by nursing students in e-learning environments is crucial for developing educational strategies that enhance learning outcomes and contribute to improved patient care. This study aimed to explore the experiences of nursing students and newly qualified nurses (as students) with e-learning during the COVID-19 lockdown, focusing on how it influenced their learning and professional development.
METHOD
This exploratory and descriptive study employed qualitative interviews with 31 participants, including full-time nursing students, part-time nursing students, and newly qualified nurses (as nursing students). Conducted online via Zoom during February and March 2022.
RESULTS
The findings suggest that integrating small group interactions and employing strategic pedagogical support can enhance e-learning effectiveness. However, barriers such as technological difficulties, psychological challenges, and social isolation were also identified. Understanding these unique opportunities and challenges can help educational institutions optimize e-learning strategies, ensuring nursing students are well-prepared for their crucial roles in healthcare.
CONCLUSION
The rapid shift to e-learning due to the COVID-19 pandemic presented challenges such as technological, psychological and social aspects, but also opportunities to rethink and enhance nursing education delivery. Implementing appropriate pedagogical e-learning strategies, such as scaffolding and small group learning, can better prepare nursing students for their essential roles in healthcare. This study contributes to the body of knowledge on digital education and provides a foundation for future research aimed at optimizing e-learning in nursing education.
背景
新冠疫情使得迅速向电子学习过渡成为必要，由于护理教育依赖实践操作经验以及护士在医疗保健中所起的关键作用，这对护理教育产生了重大影响。护理专业学生需要通过传统上在临床环境中获得的经验来达到高水平的临床能力，而电子学习必须对此进行复制或补充。了解护理专业学生在电子学习环境中面临的独特挑战，对于制定能够提高学习成果并有助于改善患者护理的教育策略至关重要。本研究旨在探讨护理专业学生和新获得资格的护士（作为学生）在新冠疫情封锁期间进行电子学习的经历，重点关注其如何影响他们的学习和职业发展。
方法
本探索性描述性研究对31名参与者进行了定性访谈，包括全日制护理专业学生、非全日制护理专业学生和新获得资格的护士（作为护理专业学生）。于2022年2月至次年3月通过Zoom在线进行。
结果
研究结果表明，整合小组互动并采用战略性教学支持可以提高电子学习的有效性。然而，也发现了诸如技术困难、心理挑战和社会隔离等障碍。了解这些独特的机遇和挑战有助于教育机构优化电子学习策略，确保护理专业学生为其在医疗保健中的关键角色做好充分准备。
结论
由于新冠疫情而迅速转向电子学习带来了技术、心理和社会等方面的挑战，但也带来了重新思考和加强护理教育教学的机遇。实施适当的电子学习教学策略，如搭建支架和小组学习，可以更好地使护理专业学生为其在医疗保健中的重要角色做好准备。本研究为数字教育知识体系做出了贡献，并为未来旨在优化护理教育中的电子学习的研究奠定了基础。
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