References

Abalos E, Reynaldo Y, Loczin R, Schoenhofer S Husserlian phenomenology and Colaizzi's method of data analysis: exemplar in qualitative nursing inquiry using nursing as caring theory. Int J Hum Caring. 2016; 20:(1)19-23 https://doi.org/10.20467/1091-5710.20.1.19

Akimanimpaye F, Fakude L Attitudes of undergraduate nursing students towards e-learning at the University of Western Cape, South Arica. Afr J Phys Health Educ. 2015; 1:(2)418-433

Andrew L, Evans B, Maslin-Prothero S Enhancing the online learning experience using virtual interactive classrooms. Aust J Adv Nurs. 2015; 32:(4)22-31

Bandura A Social learning theory.Englewood Cliffs (NJ): Prentice Hall; 1977

Banna J, Grace Lin MF, Stewart M, Fialkowski MK Interaction matters: strategies to promote engaged learning in an online introductory nutrition course. J Online Learn Teach. 2015; 11:(2)249-261

Barker K, Omoni G, Wakasiaka S, Watiti J, Mathai M, Lavender T ‘Moving with the times’ taking a glocal approach: a qualitative study of African student nurse views of e learning. Nurse Educ Today. 2013; 33:(4)407-412 https://doi.org/10.1016/j.nedt.2013.01.001

Barratt J A focus group study of the use of video-recorded simulated objective structured clinical examinations in nurse practitioner education. Nurse Educ Pract. 2010; 10:(3)170-175 https://doi.org/10.1016/j.nepr.2009.06.004

Bradbury-Jones C, Sambrook S, Irvine F The phenomenological focus group: an oxymoron?. J Adv Nurs. 2009; 65:(3)663-671 https://doi.org/10.1111/j.1365-2648.2008.04922.x

Braun V, Clarke V 2013. Successful qualitative research: a practical guide for beginners.London: Sage Publications; 2013

Carter LM, Hanna M, Warry W Perceptions of the impact of online learning as a distance-based learning model on the professional practices of working nurses in northern Ontario. Canadian Journal of Learning and Technology. 2016; 42:(3)1-15 https://doi.org/10.21432/T2Q90M

Chong MC, Francis K, Cooper S, Abdullah KL, Hmwe NTT, Sohod S Access to, interest in and attitude toward e-learning for continuous education among Malaysian nurses. Nurse Educ Today. 2016; 36:370-374 https://doi.org/10.1016/j.nedt.2015.09.011

Department for Business Innovation and Skills. Success as a knowledge economy: teaching excellence, social mobility and student choice. 2016. https://tinyurl.com/tfepktz (accessed 2 June 2020)

Department of Health. A framework for technology enhanced learning. 2011. https://tinyurl.com/ls3tuyo (accessed 2 June 2020)

Department of Health and Social Care. NHS bursary reform. Policy paper. 2017. https://tinyurl.com/j96szxd (accessed 2 June 2020)

Earle V, Myrick F Nursing pedagogy and the intergenerational discourse. J Nurs Educ. 2009; 48:(11)624-630 https://doi.org/10.3928/01484834-20090716-08

Flick U An introduction to qualitative research, 5th edn. London: Sage; 2014

Gagnon MP, Gagnon J, Desmartis M, Njoya M The impact of blended teaching on knowledge, satisfaction, and self-directed learning in nursing undergraduates: a randomized, controlled trial. Nurs Educ Perspect. 2013; 34:(6)377-382 https://doi.org/10.5480/10-459

Green RD, Schlairet MC Moving toward heutagogical learning: illuminating undergraduate nursing students' experiences in a flipped classroom. Nurse Educ Today. 2017; 49:122-128 https://doi.org/10.1016/j.nedt.2016.11.016

Grbich C Qualitative data analysis. An introduction.London: Sage Publications; 2013

Hanson J Surveying the experiences and perceptions of undergraduate nursing students of a flipped classroom approach to increase understanding of drug science and its application to clinical practice. Nurse Educ Pract. 2016; 16:(1)79-85 https://doi.org/10.1016/j.nepr.2015.09.001

Higher Education Academy. Developing an inclusive culture in higher education: final report. 2013. https://tinyurl.com/yazxw7xt (accessed 2 June 2020)

Higher Education Academy. Managing the student experience in a shifting higher education landscape. 2014. https://tinyurl.com/ybdl9gz8 (accessed 2 June 2020)

Ireland J, Martindale S, Johnson N, Adams D, Eboh W, Mowatt E Blended learning in education: effects on knowledge and attitude. Br J Nurs. 2009; 18:(2)124-130 https://doi.org/10.12968/bjon.2009.18.2.37868

Jokinen P, Mikkonen I Teachers' experiences of teaching in a blended learning environment. Nurse Educ Pract. 2013; 13:(6)524-528 https://doi.org/10.1016/j.nepr.2013.03.014

Jones J The contested terrain of focus groups, lived experience, and qualitative research traditions. J Obstet Gynecol Neonatal Nurs. 2015; 44:(5)565-566 https://doi.org/10.1111/1552-6909.12745

Kala S, Isaramalai S, Pohthong A Electronic learning and constructivism: a model for nursing education. Nurse Educ Today. 2010; 30:(1)61-66 https://doi.org/10.1016/j.nedt.2009.06.002

Karaman S, Kucuk S, Aydemir M Evaluation of an online continuing education program from the perspective of new graduate nurses. Nurse Educ Today. 2014; 34:(5)836-841 https://doi.org/10.1016/j.nedt.2013.09.006

Killion C, Reilly J, Gallagher-Lepak S Becoming an ‘onliner’: students' perceptions of moving from traditional to virtual learning. Online J Nurs Inform. 2011; 15:(1)1-10

McCutcheon K, Lohan M, Traynor M, Martin D A systematic review evaluating the impact of online or blended learning vs face-to-face learning of clinical skills in undergraduate nurse education. J Adv Nurs. 2015; 71:(2)255-270 https://doi.org/10.1111/jan.12509

Mishra L Focus group discussion in qualitative research. TechnoLearn: an International Journal of Educational Technology. 2016; 6:(1)1-5 https://doi.org/10.5958/2249-5223.2016.00001.2

Moule P, Ward R, Lockyer L Nursing and healthcare students' experiences and use of e-learning in higher education. J Adv Nurs. 2010; 66:(12)2785-2795 https://doi.org/10.1111/j.1365-2648.2010.05453.x

Moule P, Ward R, Lockyer L Issues with e-learning in nursing and health education in the UK: are new technologies being embraced in the teaching and learning environments?. J Res Nurs. 2011; 16:(1)77-90 https://doi.org/10.1177/1744987110370940

NHS. The NHS long term plan. 2019. https://tinyurl.com/y4k3mjyw (accessed 2 June 2020)

Nursing and Midwifery Council. Realising professionalism: standards for education and training part 2: standards for student supervision and assessment. 2018a. https://tinyurl.com/y3jmocho (accessed 2 June 2020)

Nursing and Midwifery Council. Realising professionalism: standards for education and training part 3: wtandards for pre-registration nursing programmes. 2018b. https://tinyurl.com/y9t2nmjb (accessed 2 June 2020)

Nursing and Midwifery Council. The code. Professional standards of practice and behaviour for nurses, midwives and nursing associates. 2018c. https://www.nmc.org.uk/code (accessed 2 June 2020)

O'Flaherty JA, Laws TA Nursing student's evaluation of a virtual classroom experience in support of their learning bioscience. Nurse Educ Pract. 2014; 14:(6)654-659 https://doi.org/10.1016/j.nepr.2014.07.004

Ransdell S Online activity, motivation, and reasoning among adult learners. Comput Human Behav. 2010; 26:(1)70-73 https://doi.org/10.1016/j.chb.2009.09.002

Redmond RA, Curtis EA Focus groups: principles and process. Nurse Res. 2009; 16:(3)57-69 https://doi.org/10.7748/nr2009.04.16.3.57.c6946

Rigby L, Wilson I, Baker J, Walton T, Price O, Dunne K, Keeley P The development and evaluation of a ‘blended’ enquiry based learning model for mental health nursing students: ‘making your experience count’. Nurse Educ Today. 2012; 32:(3)303-308 https://doi.org/10.1016/j.nedt.2011.02.009

Rutt J Pre-registration clinical skills development and curriculum change. Br J Nurs. 2017; 26:(2)93-97 https://doi.org/10.12968/bjon.2017.26.2.93

Salyers V, Carter L, Cairns S, Durrer L The use of scaffolding and interactive learning strategies in online courses for working nurses: implications for adult and online education. Canadian Journal of University Continuing Education. 2014; 40:(1)1-19 https://doi.org/10.21225/D59S3Z

Schnetter VA, Lacy D, Jones MM, Bakrim K, Allen PE, O'Neal C Course development for web-based nursing education programs. Nurse Educ Pract. 2014; 14:(6)635-640 https://doi.org/10.1016/j.nepr.2014.06.007

Sheard M Hardiness commitment, gender, and age differentiate university academic performance. Br J Educ Psychol. 2009; 79:(1)189-204 https://doi.org/10.1348/000709908X304406

Silverman D Doing qualitative research, 4th edn. London: Sage; 2013

Smith G, Passmore D, Faught T The challenges of online nursing education. Nurse Educ Today. 2009; 12:98-103 https://doi.org/10.1016/j.iheduc.2009.06.007

Smyth S, Houghton C, Cooney A, Casey D Students' experiences of blended learning across a range of postgraduate programmes. Nurse Educ Today. 2012; 32:(4)464-468 https://doi.org/10.1016/j.nedt.2011.05.014

Swift A, Efstathiou N, Lameu P Is LabTutor a helpful component of the blended learning approach to biosciences?. J Clin Nurs. 2016; 25:(17–18)2683-2693 https://doi.org/10.1111/jocn.13175

Taft S, Perkowski T, Martin L A framework for evaluating class size in online education. Q Rev Distance Educ. 2011; 12:(3)181-197

Telford M, Senior E Healthcare students' experiences when integrating e-learning and flipped classroom instructional approaches. Br J Nurs. 2017; 26:(11)617-622 https://doi.org/10.12968/bjon.2017.26.11.617

Ulrich D, Farra S, Smith S, Hodgson E The student experience using virtual reality simulation to teach decontamination. Clin Simul Nurs. 2014; 10:(11)546-553 https://doi.org/10.1016/j.ecns.2014.08.003

Vittrup AC, Davey A Problem based learning—‘Bringing everything together’—a strategy for graduate nurse programs. Nurse Educ Pract. 2010; 10:(2)88-95 https://doi.org/10.1016/j.nepr.2009.03.019

Webb L, Clough J, O'Reilly D, Wilmott D, Witham G The utility and impact of information communication technology (ICT) for pre-registration nurse education: A narrative synthesis systematic review. Nurse Educ Today. 2017; 48:160-171 https://doi.org/10.1016/j.nedt.2016.10.007

Yoo SJ, Huang WD Engaging online adult learners in higher education: motivational factors impacted by gender, age, and prior experiences. J Contin High Educ. 2013; 61:(3)151-164 https://doi.org/10.1080/07377363.2013.836823

Preregistration adult nursing students' experiences of online learning: a qualitative study

25 June 2020
Professional
02 June 2020
Volume 29 · Issue 12

Abstract

Background:

Online learning (OL) is widely used in UK preregistration nursing programmes and the latest Nursing and Midwifery Council professional education standards state digital technology must be embedded in the curriculum. An exploration of preregistration adult nursing students' experiences of OL considers how technology supports learning theory and practice, and assists in designing and delivering effective OL in future programmes.

Aim:

This study aimed to explore preregistration adult nursing students' OL experiences.

Method:

Two focus groups with students were held and thematic analysis carried out.

Findings:

Three main themes emerged regarding OL: advantages, disadvantages and preferences. The main advantages included time, accessibility and convenience, being able to revisit learning and the variety of approaches. Disadvantages included inadequate communication, support and interaction. Students preferred an adequate balance of OL with traditional teaching, more communication, synchronous OL, preparation and support.

Conclusion:

OL is valuable to adult nursing students, providing convenience and flexibility. While it has advantages, the disadvantages and preferences require addressing to ensure future programmes are effective and meet nursing students' requirements.

Because of the rise of digital technology and the arrival of the internet in the 1990s (Gagnon et al, 2013), online learning (OL) has evolved and been successfully incorporated and expanded in many areas, including private, public, corporate and educational settings (Salyers et al, 2014). OL has gained global momentum over the past 10 years, especially within higher education (HE) (Taft et al, 2011).

A general definition of OL is learning that is supported using information and communication technology (Moule et al, 2011). Advocates of OL suggest its constructivist pedagogy and student centredness complement the way in which adults learn (Yoo and Huang, 2013). OL is flexible and promotes deeper levels of learning (Webb et al, 2017). Despite these benefits, several problems are associated with OL, including poor accessibility, a lack of computer literacy and social isolation (Jokinen and Mikkonen, 2013).

Register now to continue reading

Thank you for visiting British Journal of Nursing and reading some of our peer-reviewed resources for nurses. To read more, please register today. You’ll enjoy the following great benefits:

What's included

  • Limited access to clinical or professional articles

  • Unlimited access to the latest news, blogs and video content

Register
Or continue by

Signing in with your registered email address

Online learning
Preregistration nursing
Adult nursing
Virtual classroom
Nurse education
Social isolation
Experiences