Nursing students' experiences of digital learning in Chinese higher education institutions: A descriptive qualitative study.

BACKGROUND

As digital learning is rapidly developing and being applied to almost all subjects in higher education nursing. Although digital learning has been shown to have a wide range of benefits, little is known about research into Chinese students' perceptions of digital learning, and there is a need to explore students' digital learning experiences.

AIM

This study aimed to explore the digital learning experiences of undergraduate nursing students in Chinese higher education institutions, with the aim of informing future improvements in digital teaching and learning.

DESIGN

A descriptive qualitative study.

SETTINGS

This study was conducted at six universities in three cities in China.

PARTICIPANTS

Twenty-six nursing students with at least one year's experience of digital learning.

METHOD

Semi-structured online interviews were used to collect the data, and conventional content analysis was used to analyze the data.

FINDINGS

Nursing students' digital learning experiences were categorized into three themes: positive digital learning experience, negative digital learning experience, and barriers to digital learning perception of students.

CONCLUSIONS

With the help of advanced digital technology, students can access rich and diversified learning resources anytime and anywhere according to their personal learning pace and interests, which greatly enhances their autonomy and interest in learning. Open online courses have effectively compensated for regional differences in teachers' qualifications, enabling students in remote areas to enjoy high-quality teaching from top educational institutions and giving a solid impetus for improving nursing education in China. However, with the popularity of digital teaching, its design and innovation shortcomings have gradually emerged: students feel lonely and alienated when learning online, and long for more of the interaction and care found in traditional teaching. At the same time, the lack of regulation and assessment standards has created inequities in learning and affected student motivation.