Abstract
In spring 2020, in-person learning for nursing students was canceled in response to the Covid-19 pandemic. All courses, including clinical courses, abruptly transitioned to online formats. A significant gap in the literature exists regarding baccalaureate (BSN) nursing students' experiences with online learning during this timeframe. The purpose of this basic qualitative study was to explore BSN students' experiences with online learning during the spring 2020 semester. Eleven BSN students from a midsized private university in the Midwestern United States participated, and data were collected using semi-structured interviews. Constructivism served as the theoretical framework. Data were analyzed using Braun and Clarke's thematic analysis. Results included nine superordinate themes (psychological distress, forced external adjustments, new and renewed coping strategies, clear perceptions of case-based learning, perceived strengths of online education, perceived weaknesses of online methods, relatable instructors' roles, a variety of challenges with technology, and positive reflection and suggestions) and 28 subordinate themes. The 28 subordinate themes reflected commonalities in participants' descriptions of their experiences, including: feeling negative emotions about missing out on in-person clinical learning opportunities; transitioning to online learning methods and challenges of using technology; having to make external adjustments; applying new and renewed coping strategies; relying on resilience; and, adjusting to relatable but minimally engaged instructors. Although descriptions were overwhelmingly negative, some strengths of online education were identified, including flexibility, reinforced learning, and enhanced critical thinking. Findings aligned with constructivism in that BSN students adapted, assimilated, and gained new insights to continue moving forward in their program during the COVID-19 pandemic; their experiences are applicable to making modifications to improve online learning should nursing education programs be required to transition entirely online in the future.
Sigma Membership
Tau Omicron
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
Qualitative Research
Keywords:
Online Learning, Virtual Simulation, Nursing Students
Advisors
Collins, Suzette,Parks, Eric,Lane, Carla
Degree
PhD
Degree Grantor
Capella University
Degree Year
2022
Recommended Citation
Verplaetse, Jessica, "Baccalaureate nursing students' experiences with online case-based learning (CBL) during the COVID-19 pandemic" (2023). Dissertations. 108.
https://www.sigmarepository.org/dissertations/108
Rights Holder
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All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2023-06-28
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 29394054; ProQuest document ID: 2716058057. The author still retains copyright.