Using the online education planned based on anderson’s theory to facilitate the practice learning experiences of nursing students: A phenomenological study

Abstract

AbstractThis study aimed to explore nursing students' practice skills learning experiences in online education based on Anderson's Theory and to investigate and interpret these experiences among students. Besides, this study proposes to evaluate the planned online nursing education based on Anderson's theory. With a phenomenological qualitative design, the study sample included 17 nursing students using purposive sampling. In-depth semi-structured interviews were performed to collect data. The data were analysed using the interpretative phenomenological analysis method. Three major themes were identified as follows: (a)Practice skills learning experiences; (b)Coping process in practice skills learning; (c)Suggestions to improve online practice skills learning process. Students expressed both positive and negative experiences. To cope with the process, they used different learning materials as well as individual ways of coping. They also offered suggestions on the learning process, teaching content and interaction and evaluation for practice skill learning in online education. The findings demonstrated that students perceived inadequacy in these skills but also expressed that they improved their psychomotor, cognitive and affective skills. In addition, Anderson's theory created positive results in the online nursing skill training process.