Virtual learning to enhance non-technical nursing skills: A basic qualitative study
Nicole Murtagh, PhD, MSN, BSN, BS
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Nurse educators are currently facing restraints of limited space, time, availability, conflicting schedules, and increased demands on in-person learning experiences. Due to these restraints, the COVID-19 pandemic, and the rapid technological increase, nursing educators have been tasked with incorporating virtual learning opportunities into traditionally in-person programs. There is a gap in the literature on the faculty experiences of teaching non-technical skills in a virtual environment. This basic qualitative study aimed to explore the experiences of nursing faculty in the state who have incorporated education activities into their virtual learning classroom to improve nursing students' non-technical skills. The sample consisted of nine nurse educators with experience teaching non-technical skills in a virtual and in-person learning environment in the state. Data were collected through semi-structured, individual virtual interviews, a virtual focus group, and field notes. Three themes emerged from the thematic data analysis: (a) barriers to faculty effectiveness, (b) clear expectations, and (c) identifying the gaps in the classroom. The findings suggest that nurse educators revert to a novice stage when transitioning to online educators; however, learning from their experiences and continued implementation and adaption of their teaching strategies proves beneficial. The knowledge gained from these findings encourages increased support for administration for continued education focusing on virtual instruction and better technology support systems for faculty and students and provides faculty with anticipated challenges that they may be able to plan for before implementation. Further research exploring faculty experiences outside of the state and comparing the experiences of faculty with the success of the virtual implementation is recommended to understand what additional challenges or successes future nurse educators may face.
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 30313061; ProQuest document ID: 2792203303. The author still retains copyright.
This item has not gone through this repository's peer-review process, but has been accepted by the indicated university or college in partial fulfillment of the requirements for the specified degree.
|Review Type||None: Degree-based Submission|
|Research Approach||Qualitative Research|
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