Perceptions of digital technology in nursing education: A qualitative study.

AIM: The aim of this study was to explore how digital technologies can facilitate interactive learning in a 15-credit theory module on basic nursing. BACKGROUND: Digital platforms are in widespread use in nursing education; however, the rapid technological advancement provides new opportunities to support teaching and learning. This indicates the need to explore how educational digital technologies can be used as an integral part of learning activities to promote quality and relevance in nursing education. This study was carried out at the Department of Nursing Science at a university in Norway. The university has been using a digital platform for many years and has recently adopted a new platform named Canvas in 2018. DESIGN: An explorative qualitative research design using focus group interviews. METHODS: Three focus group interviews were conducted with students and teachers involved in a 15-credit module in basic nursing as part of the first year of the bachelor program. A total of 10 participants were recruited for this study and data were analysed using systematic text condensation. RESULTS: The analysis resulted in three themes related to experiences with existing learning activities and general perceptions of digital technologies: 'pedagogical methodology affects learning and social fellowship'; 'need for varied, high-quality forms of learning' and 'need for structure and predictability'. CONCLUSION: This study revealed several educational needs and emphasised the importance of digital competence involving professional knowledge and skills to facilitate the educational use of digital technologies.

Improving the Use of Simulation in Nursing Education: Protocol for a Realist Review.

BACKGROUND: Nursing education has evolved in line with societal needs, and simulation-based learning (SBL) is increasingly being used to bridge the gap between practice and education. Previous literature reviews have demonstrated the effectiveness of using SBL in nursing education. However, there is a need to explore how and why it works to expand the theoretical foundation of SBL. Realist reviews are a theory-based approach to synthesizing existing evidence on how complex programs work in particular contexts or settings. OBJECTIVE: This review aims to understand how, why, and in what circumstances the use of simulation affects learning as part of the bachelor's program in nursing. METHODS: A realist review will be conducted in accordance with the realist template for a systematic review. In particular, we will identify and explore the underlying assumption of how SBL is supposed to work, that is, identify and explore program theories of SBL. The review will be carried out as an iterative process of searching, appraising, and synthesizing the evidence to uncover theoretical concepts that explain the causal effects of SBL. In the final section of the review, we will involve stakeholders in the Norwegian community in a web-based Delphi survey to ensure that the emerging theoretical framework derived from the published literature aligns with stakeholders' experience in practice. RESULTS: The Norwegian Centre for Research Data (project number 60415) has approved the study. We have performed an initial literature search, whereas quality appraisal and data extraction are ongoing processes. CONCLUSIONS: The final outcome of the review is anticipated to extend the theoretical foundation for using simulation as an integrated component of the bachelor's program in nursing. Furthermore, the findings will be used to produce a briefing document containing guidance for national stakeholders in the community of simulation-based nursing education. Finally, the review findings will be disseminated in a peer-reviewed journal as well as national and international conferences. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID): DERR1-10.2196/16363.