Nursing Students' Use of Digital Resources for Self-Directed Learning in Bioscience.

INTRODUCTION

First year nursing students often find bioscience challenging to learn and understand, leading many students to seek additional support through digital resources. Previous research highlights students' preference for flexible digital resources such as educational videos. However, researchers seem to raise critical reflections on the pedagogical value of digital resources, particularly how they can support, enhance or improve learning. Self-directed learning is essential in higher education and particularly important in health professional education as it entails lifelong learning, crucial to ensure safe and efficient patient care. Employing the cognitive theory of multimedia learning, this study offers insights into how digital resources may support self-directed learning in bioscience among first year nursing students.

OBJECTIVE

To explore how digital resources can support self-directed learning among first year nursing students in bioscience. In this study, the term "digital resources" encompasses students' use of online platforms that offer educational videos, interactive exercises and personalized feedback, and their use of internet searches. Framed within the concept of self-directed learning, the researchers explore how students engage with such digital resources outside of formal teaching settings.

METHOD

A qualitative method with semi-structured individual interviews was employed. The data were analysed using Braun and Clarke's reflexive thematic analysis, with NVivo being used to organize the data into codes and themes. COREQ was applied as the reporting checklist.

RESULTS

Two main themes were identified: 'Digital resources provide an overview over bioscience', and 'Motivational issues - deep learning or passing the exam'.

CONCLUSION

Digital resources can support self-directed learning by guiding students in selecting content and providing a sense of control over the learning process.