Digital Learning in Nursing Education: Lessons from the COVID-19 Lockdown

Abstract

Abstract Background: The COVID-19 pandemic led to the closure of universities worldwide, including in Europe, which resulted in the rapid adoption of online learning (e-learning) and online classes as a substitute for face-to-face teaching and interactions. Both nurse educators and students had to improvise in this new reality, and they had varying levels of experience and knowledge of e-learning. Given the critical role that nurses play in healthcare systems, understanding the unique challenges they face in e-learning environments as students is crucial for optimizing educational strategies and ultimately patient care. Aim: To determine the experiences of nursing students and newly qualified nurses in learning and knowledge development during education provided via e-learning, based on their experiences during the COVID-19 lockdown. Method: This descriptive and exploratory study applied qualitative individual and pair interviews conducted online via Zoom during February and March of 2022. A total of 31 participants from 3 distinct samples comprising full-time nursing students, part-time students, and newly qualified nurses were interviewed by 3 different researchers to gain insights into their experiences and reflections on the sudden shift to e-learning in nursing education during the COVID-19 lockdown. Results: The study identified three main categories within the overarching theme of learning and knowledge development using e-learning during the lockdown period: (1) learning possibilities and learning barriers when using e-learning, (2) technological difficulties and challenges when using e-learning, and (3) psychological and social challenges when using e-learning. These categories encompass different dimensions of the participants’ perceptions of e-learning during the pandemic. They shed light on the barriers and limitations of digital platforms as well as possibilities in learning experiences and knowledge development using small groups versus large groups online. Conclusion: Putting students into smaller groups might make e-learning more effective by facilitating deeper understanding and engagement. The scaffolding constructed by the teacher, consisting of structure, accessibility, and predictability, is crucial for achieving deeper learning. By understanding and addressing the unique challenges faced by nursing students, educational institutions can optimize e-learning strategies to ensure that future nurses are well prepared for their vital roles in healthcare systems.