Online learning experiences of undergraduate nursing students in baccalaureate nursing program: A narrative inquiry

Abstract

<b>Introduction:</b> Given the challenging transition of learning mode from offline to online amid COVID-19 pandemic, this study aims to attain an in-depth understanding of online learning experiences from nursing students’ perspective through narrative inquiry approach. Narrative threads associated with students’ online learning satisfaction are identified, aspiring to enhance the quality of online nursing education.

<b>Research question:</b> What are the experiences of undergraduate nursing students with online learning in baccalaureate nursing program?

<b>Design:</b> Narrative inquiry.

<b>Sample:</b> Twenty undergraduate nursing students who are studying in a baccalaureate nursing program in Hong Kong.

<b>Data collection and analysis:</b> Semi-structured face-to-face interviews were conducted. Verbatim transcription were done and analysed based on Clandinin and Connelly's narrative inquiry framework.

<b>Results:</b> Five narrative threads emerged, including: autonomy and self-discipline to manage learning at own pace and preference, ambiguous sense of presence in online learning community, dependence on video-recordings, predisposition to interact via text-messaging, and necessity of hands-on practice in nursing. Missing the classroom rituals in face-to-face setting, nursing students are struggling between the advantages and limitations of online learning. They adapted fast to enjoy the freedom in online learning, but still recognize the irreplaceable value of in-person classes in nursing, particularly for hands-on practice and group work.