Online collaborative learning may support nurses' EBP learning by integrating clinical experience with theoretical knowledge and effective design and facilitation are essential to enhance engagement and outcomes.
Abstract
Background
Differences in evidence-based practice (EBP) knowledge, clinical experience, and time availability between nursing students and practicing nurses create the potential for complementary learning, yet interactions are often hierarchical.
Purpose
To explore nurses' experiences in an online collaborative EBP learning model with students and examine how interaction influences engagement and learning.
Methods
A qualitative descriptive study was conducted. Semi-structured interviews were undertaken with 12 clinical nurses in China. Data were analyzed using Colaizzi's method.
Results
A total of 3 themes emerged: perceived benefits, interaction challenges, and optimization strategies. Nurses reported improved EBP knowledge, skills, confidence, and communication. Challenges included knowledge disparities, time constraints, and limited student engagement. Suggested improvements involved structured tasks, better coordination, and stronger facilitation.
Conclusions
Online collaborative learning may support nurses' EBP learning by integrating clinical experience with theoretical knowledge. Effective design and facilitation are essential to enhance engagement and outcomes.
Changes and transformations in the field of technology significantly affect nursing education. Nursing students are expected to actively engage with a variety of advanced technological tools throughout their education to develop technological competence. This exploratory qualitative study aimed to explore nursing students' experiences and perspectives regarding collaborative technology-based assignments included in the "technology use in nursing" course, as well as their perceived contributions to personal and academic development. The study was conducted with 22 nursing students selected using purposive sampling. The findings revealed 3 main themes reflecting students' experiences: "Personal and academic development through technology-supported learning," "Enhanced awareness and integration of technology into nursing education and practice," and "Opportunities and challenges of AI use." In addition, a total of 10 subthemes were identified. Participants perceived that collaborative technology-based assignments supported their active engagement, experiential learning, technological awareness, and personal and academic development.
Introduction Interprofessional collaboration between nurses and physicians is essential for effective patient care, safe clinical workflows, and patient-centered outcomes. Despite its importance, interprofessional knowledge is insufficiently integrated into German medical education, potentially limiting students’ readiness for collaborative practice and their understanding of professional roles in clinical settings. This study explored how medical students perceive nurses’ work, nursing-related learning experiences, and interprofessional collaboration and Role Understanding within undergraduate medical education. Methods Fourteen medical students (1st–6th year) at the University of Magdeburg participated in semi-structured interviews recruited using purposive sampling to ensure variation across study years. Transcripts were analyzed using Mayring’s qualitative content analysis to identify categories and themes. Analytical rigor was ensured through independent coding and interdisciplinary validation in a research workshop. Results Seven themes were identified: Interprofessional Collaboration and Role Understanding, First Clinical Experiences, Nursing During the Practicum, Nursing-Related Learning Experiences During Medical School, Desired Nursing-Related Learning Experiences, Importance of Nursing, and Patient Well-being. The mandatory nursing practicum emerged as a key formative experience shaping early interprofessional role understanding. Students reported variability in supervision and structure, alongside limited curricular integration of nursing content. While interprofessional collaboration was considered essential, participants expressed uncertainty regarding nursing roles and responsibilities and emphasized the need for structured opportunities for interprofessional and nursing-related learning, including clinical skills, communication, and management of complex patient situations. Conclusion Medical students’ perceptions of nursing are strongly shaped by early and variably structured clinical experiences, particularly the nursing internship. The findings suggest that current medical curricula insufficiently support the systematic development of interprofessional role understanding. The structured integration of nursing-related learning experiences and explicit teaching about nursing roles, nursing-related practical skills and clinical workflows into medical education may strengthen interprofessional collaboration and support patient-centered care.
Lukas Valerius, Jonathan Hagedorn, Christian Albert et al.· Frontiers in Medicine· 0 citations
This qualitative study explored first-year nursing students’ perceptions and challenges related to the use of role-play as a teaching strategy for enhancing therapeutic communication skills at the School of Nursing, Maldives National University. A phenomenological design was employed, and data were collected through two focus group discussions involving 13 first-year nursing students enrolled in the Bachelor of Nursing and Advanced Diploma in Nursing programmes. Data was analysed using Colaizzi’s phenomenological approach. Three themes emerged: experiences of role-play in enhancing communication skills, perceived improvements in therapeutic communication competencies, and challenges associated with role-play activities. Participants reported that role-play provided an engaging learning experience, increased confidence, and supported the application of theoretical knowledge to simulated clinical situations. Improvements in language competency and management of patient interactions were also noted, alongside the value of constructive educator feedback. Challenges included language barriers, anxiety, and self-consciousness during performance. Overall, role-play was perceived as an effective pedagogical strategy for developing therapeutic communication skills among first-year nursing students. Addressing identified challenges through supportive learning environments and structured assessment approaches may further enhance its effectiveness in nursing education.
Mariyam Hudha· The Maldives National Journa...· 0 citations
Blended learning has emerged as an innovative pedagogical approach that effectively bridges the gap between traditional classroom-based instruction and technology-mediated education. By combining the structure of face-to-face learning with the flexibility of online platforms, it offers a versatile and contextually responsive model of education. This approach is particularly relevant for healthcare professionals, who must balance demanding clinical responsibilities with continuous education requirements. The present cross-sectional study aimed to evaluate the effectiveness of blended learning in facilitating continuous education among healthcare professionals. Data was collected from a total of hundred participants using a semi-structured questionnaire that assessed perceptions, advantages, and challenges related to blended learning. The results revealed highly positive perceptions among participants, emphasizing the approach’s flexibility, accessibility, and cost-effectiveness. It was strongly statistically significant that participants' motivations for opting for blended learning had a strong positive influence on their perceived learning benefits. Respondents noted that blended learning enhanced their ability to manage time, access learning materials asynchronously, and integrate theory with practice through periodic in-person sessions. However, challenges such as limited interpersonal interaction, concerns about academic integrity, shifting hours of duties and disparities in technological access persisted. The findings align with existing global evidence suggesting that blended learning promotes lifelong learning and professional development when supported by adequate institutional infrastructure and faculty readiness. Overall, the study concludes that blended learning represents a sustainable and learner-centered educational model capable of advancing healthcare education in the digital era.
Nipanjana Saha, Somdip Das, Mona Chettri et al.· EPRA international journal o...· 0 citations
The findings suggest that targeted, interprofessional education may support the development of role identity and legitimacy for ACP among allied health professionals and generalist nurses.
W. Kinton, L. Chilman, C. Joyce et al.· Journal of Continuing Educat...· 0 citations