The Origins of Perceived Discrimination in e-Learning in Nursing Students: A Qualitative Study

Area of Science:

• Educational Technology
• Nursing Education
• Social Sciences

Background:

• Discrimination in education is often linked to in-person interactions.
• E-learning environments can also perpetuate discrimination.
• Research on discrimination in virtual education, especially nursing, is limited.

Purpose of the Study:

• To explore factors contributing to perceived discrimination in e-learning among nursing and midwifery students.
• To identify underlying causes and conditions shaping these discriminatory experiences in virtual settings.

Main Methods:

• Qualitative design utilized at a nursing and midwifery school.
• Purposeful and convenient sampling of 13 students.
• Data collected via semi-structured, in-depth interviews and analyzed using content analysis.

Main Results:

• Four themes emerged: nature of e-learning (limited interaction), professor-related factors (inexperience, tech skills), student-related factors (gender, finances, tech skills), and inadequate resources (internet, materials).
• These factors significantly influence students' perceptions of discrimination in virtual learning environments.

Conclusions:

• Multiple factors contribute to perceived discrimination in e-learning for nursing students.
• Addressing these issues can enhance the quality of virtual nursing education.
• Further research is recommended to examine these factors in broader educational contexts.