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dc.contributor.authorKarlsen, Karina
dc.contributor.authorAronsen, Charlotte Konradsdatter
dc.contributor.authorBjørnnes, Therese Daleng
dc.contributor.authorHarberg, Trine Bruun
dc.contributor.authorHalland, Anita Nytræ
dc.contributor.authorHoland, Thomas
dc.contributor.authorJakobsen, Lena M
dc.contributor.authorKornbakk, Liv Katrine
dc.contributor.authorKvalshaug, Britt-Inger
dc.contributor.authorLian, Hilde
dc.contributor.authorNygård, Carina
dc.contributor.authorSolsvik, Ann Kristin
dc.contributor.authorTrømborg, Elisabeth
dc.contributor.authorEmaus, Nina
dc.date.accessioned2023-03-14T09:43:10Z
dc.date.available2023-03-14T09:43:10Z
dc.date.issued2023-01-31
dc.description.abstractThe 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.en_US
dc.identifier.citationKarlsen 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)en_US
dc.identifier.cristinIDFRIDAID 2122010
dc.identifier.doihttps://doi.org/10.1016/j.heliyon.2023.e13331
dc.identifier.issn2405-8440
dc.identifier.urihttps://hdl.handle.net/10037/28737
dc.language.isoengen_US
dc.publisherElsevieren_US
dc.relation.journalHeliyon
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2023 The Author(s)en_US
dc.rights.urihttps://creativecommons.org/licenses/by/4.0en_US
dc.rightsAttribution 4.0 International (CC BY 4.0)en_US
dc.titleIntegration of e-learning approaches in a post-pandemic learning environment–Norwegian nursing students' recommendations from an action research studyen_US
dc.type.versionpublishedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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Attribution 4.0 International (CC BY 4.0)
Except where otherwise noted, this item's license is described as Attribution 4.0 International (CC BY 4.0)