Integration of e-learning approaches in a post-pandemic learning environment–Norwegian nursing students' recommendations from an action research study
The covid-19 pandemic has profoundly led to changes in use of digital platforms, online teaching, and e-learning strategies. The aim of the present study was to examine how future pedagogical approaches can promote constructive learning environments and facilitate nursing students learning processes...
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2023
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Online Access: | https://hdl.handle.net/10037/28737 https://doi.org/10.1016/j.heliyon.2023.e13331 |
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ftunivtroemsoe:oai:munin.uit.no:10037/28737 2023-05-15T18:49:26+02:00 Integration of e-learning approaches in a post-pandemic learning environment–Norwegian nursing students' recommendations from an action research study Karlsen, Karina Aronsen, Charlotte Konradsdatter Bjørnnes, Therese Daleng Harberg, Trine Bruun Halland, Anita Nytræ Holand, Thomas Jakobsen, Lena M Kornbakk, Liv Katrine Kvalshaug, Britt-Inger Lian, Hilde Nygård, Carina Solsvik, Ann Kristin Trømborg, Elisabeth Emaus, Nina 2023-01-31 https://hdl.handle.net/10037/28737 https://doi.org/10.1016/j.heliyon.2023.e13331 eng eng Elsevier Heliyon Karlsen KS, Aronsen C, Bjørnnes TD, Harberg TB, Halland A, Holand T, Jakobsen LMJ, Kornbakk LK, Kvalshaug B, Lian H, Nygård C, Solsvik AK, Trømborg E, Emaus N. Integration of e-learning approaches in a post-pandemic learning environment–Norwegian nursing students' recommendations from an action research study. Heliyon. 2023;9(2) FRIDAID 2122010 https://doi.org/10.1016/j.heliyon.2023.e13331 2405-8440 https://hdl.handle.net/10037/28737 Attribution 4.0 International (CC BY 4.0) openAccess Copyright 2023 The Author(s) https://creativecommons.org/licenses/by/4.0 Journal article Tidsskriftartikkel Peer reviewed publishedVersion 2023 ftunivtroemsoe https://doi.org/10.1016/j.heliyon.2023.e13331 2023-03-16T00:04:38Z The covid-19 pandemic has profoundly led to changes in use of digital platforms, online teaching, and e-learning strategies. The aim of the present study was to examine how future pedagogical approaches can promote constructive learning environments and facilitate nursing students learning processes in future post-pandemic scenarios based on an action research study, which were conducted through several steps from January 2021 through January 2022 in a Bachelor of Nursing program at UiT the Arctic University of Norway. Students from the 2020 enrollment were invited to focus group interviews in March 2021. The interviews were transcribed, and content analyzed, resulting in concrete advice, which were implemented for the next enrollment. Students from the 2021 enrollment were invited to similar focus groups, resulting in refined advice, which will be presented. The pandemic situation resulted in extensive use of digital platforms for the 2020 enrollment. Students from this cohort described shock and disappointment connected to their study start. They expected a new life, meeting new friends and to develop a student identity, but their expectations were broken. The loss of social connections led to isolation and a weak link to the program and to the nursing profession. They recommended integrated training of theoretical and practical skills in small groups combined with short, well-prepared digital lectures equivalent to “flipped classroom” approaches. Implementing their advice, the 2021 enrollment’s experience became different. This group was prepared for extensive use of digital platforms and gave future advise on increased flexibility and balance between the various learning activities centered around the clinical sessions. Based on these experiences during the pandemic, we suggest that digital platforms and e-learning strategies facilitate nursing students learning in combination with active and social learning environments. Article in Journal/Newspaper Arctic University of Norway UiT The Arctic University of Norway University of Tromsø: Munin Open Research Archive Arctic Norway Heliyon 9 2 e13331 |
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Open Polar |
collection |
University of Tromsø: Munin Open Research Archive |
op_collection_id |
ftunivtroemsoe |
language |
English |
description |
The covid-19 pandemic has profoundly led to changes in use of digital platforms, online teaching, and e-learning strategies. The aim of the present study was to examine how future pedagogical approaches can promote constructive learning environments and facilitate nursing students learning processes in future post-pandemic scenarios based on an action research study, which were conducted through several steps from January 2021 through January 2022 in a Bachelor of Nursing program at UiT the Arctic University of Norway. Students from the 2020 enrollment were invited to focus group interviews in March 2021. The interviews were transcribed, and content analyzed, resulting in concrete advice, which were implemented for the next enrollment. Students from the 2021 enrollment were invited to similar focus groups, resulting in refined advice, which will be presented. The pandemic situation resulted in extensive use of digital platforms for the 2020 enrollment. Students from this cohort described shock and disappointment connected to their study start. They expected a new life, meeting new friends and to develop a student identity, but their expectations were broken. The loss of social connections led to isolation and a weak link to the program and to the nursing profession. They recommended integrated training of theoretical and practical skills in small groups combined with short, well-prepared digital lectures equivalent to “flipped classroom” approaches. Implementing their advice, the 2021 enrollment’s experience became different. This group was prepared for extensive use of digital platforms and gave future advise on increased flexibility and balance between the various learning activities centered around the clinical sessions. Based on these experiences during the pandemic, we suggest that digital platforms and e-learning strategies facilitate nursing students learning in combination with active and social learning environments. |
format |
Article in Journal/Newspaper |
author |
Karlsen, Karina Aronsen, Charlotte Konradsdatter Bjørnnes, Therese Daleng Harberg, Trine Bruun Halland, Anita Nytræ Holand, Thomas Jakobsen, Lena M Kornbakk, Liv Katrine Kvalshaug, Britt-Inger Lian, Hilde Nygård, Carina Solsvik, Ann Kristin Trømborg, Elisabeth Emaus, Nina |
spellingShingle |
Karlsen, Karina Aronsen, Charlotte Konradsdatter Bjørnnes, Therese Daleng Harberg, Trine Bruun Halland, Anita Nytræ Holand, Thomas Jakobsen, Lena M Kornbakk, Liv Katrine Kvalshaug, Britt-Inger Lian, Hilde Nygård, Carina Solsvik, Ann Kristin Trømborg, Elisabeth Emaus, Nina Integration of e-learning approaches in a post-pandemic learning environment–Norwegian nursing students' recommendations from an action research study |
author_facet |
Karlsen, Karina Aronsen, Charlotte Konradsdatter Bjørnnes, Therese Daleng Harberg, Trine Bruun Halland, Anita Nytræ Holand, Thomas Jakobsen, Lena M Kornbakk, Liv Katrine Kvalshaug, Britt-Inger Lian, Hilde Nygård, Carina Solsvik, Ann Kristin Trømborg, Elisabeth Emaus, Nina |
author_sort |
Karlsen, Karina |
title |
Integration of e-learning approaches in a post-pandemic learning environment–Norwegian nursing students' recommendations from an action research study |
title_short |
Integration of e-learning approaches in a post-pandemic learning environment–Norwegian nursing students' recommendations from an action research study |
title_full |
Integration of e-learning approaches in a post-pandemic learning environment–Norwegian nursing students' recommendations from an action research study |
title_fullStr |
Integration of e-learning approaches in a post-pandemic learning environment–Norwegian nursing students' recommendations from an action research study |
title_full_unstemmed |
Integration of e-learning approaches in a post-pandemic learning environment–Norwegian nursing students' recommendations from an action research study |
title_sort |
integration of e-learning approaches in a post-pandemic learning environment–norwegian nursing students' recommendations from an action research study |
publisher |
Elsevier |
publishDate |
2023 |
url |
https://hdl.handle.net/10037/28737 https://doi.org/10.1016/j.heliyon.2023.e13331 |
geographic |
Arctic Norway |
geographic_facet |
Arctic Norway |
genre |
Arctic University of Norway UiT The Arctic University of Norway |
genre_facet |
Arctic University of Norway UiT The Arctic University of Norway |
op_relation |
Heliyon Karlsen KS, Aronsen C, Bjørnnes TD, Harberg TB, Halland A, Holand T, Jakobsen LMJ, Kornbakk LK, Kvalshaug B, Lian H, Nygård C, Solsvik AK, Trømborg E, Emaus N. Integration of e-learning approaches in a post-pandemic learning environment–Norwegian nursing students' recommendations from an action research study. Heliyon. 2023;9(2) FRIDAID 2122010 https://doi.org/10.1016/j.heliyon.2023.e13331 2405-8440 https://hdl.handle.net/10037/28737 |
op_rights |
Attribution 4.0 International (CC BY 4.0) openAccess Copyright 2023 The Author(s) https://creativecommons.org/licenses/by/4.0 |
op_doi |
https://doi.org/10.1016/j.heliyon.2023.e13331 |
container_title |
Heliyon |
container_volume |
9 |
container_issue |
2 |
container_start_page |
e13331 |
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1766243033419874304 |