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Student nurses' experiences with a digital educational resource supporting learning in nursing home placements: A
Ingrid E Dalsmo1, Kristin A Laugaland2, Mariann Fossum1
1Department of Health and Nursing Science, Faculty of Health and Sport Sciences, University of Agder, Norway.
Background:
Nursing education should improve clinical placements in nursing homes to foster and enhance student nurses' learning experiences. Initiatives for digital educational resource used to teach and supervise students to complement learning are increasingly being adopted and considered important in nursing education. However, little is known about how digital educational resources can facilitate learning in placements. Research on the value of such resources from student nurses' perspective is required.
Aim:
To explore first-year student nurses' experiences with a digital educational resource developed to support learning in nursing home placements.
Design:
This study has a qualitative explorative design and is part of a larger research project in which a digital educational resource named DigiQUALinPRAX was developed.
Settings:
This study was conducted at three publicly funded nursing homes affiliated with one Norwegian university.
Participants:
Twenty-three first-year student nurses.
Methods:
Data was generated through pre- and post-placement group interviews and analysed using reflexive thematic analysis. Standards for Reporting Qualitative Research were applied in this stud.
Findings:
One overreaching theme and three subthemes related to student nurses' experiences with a digital educational resource were identified. The digital educational resource gave a feeling of being acknowledged as a learner by (1) providing a structure and preparation that made the placement feel less overwhelming, (2) supporting professional reflection and assessment practices, and (3) facilitating collaboration when all stakeholders used the resource actively.
Conclusions:
This study indicates that student nurses' learning process in nursing home placements can be supported through digital educational resources customised for this learning arena. The findings indicate that the digital educational resource facilitated pre-placement preparedness, provided structure and flexibility, and enhanced reflection and assessment practices during clinical placement. However, encouraging tripartite usage is essential to exploit the full potential of digital educational resources.
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