Transforming Digital Learning Spaces: The Online/Classroom Nexus

Introduction. The demand to engage with digital learning resources among tertiary students is firmly embedded in the tertiary landscape and academics are progressively orientating learning resources towards the digital space. However, students’ engagement with such resources is frequently arbitrary and inconsistent. To facilitate quality learning, academics must respond by curating digital learning environments that evolve to meet the unique and changing needs of students.
Aims. The aim of this project was to augment existing digital learning resources and incorporate these resources into simulation sessions delivered in a year one clinical nursing unit (NRSG139 Integrating Practice 1), to improve the
quality of student learning and achieve excellence in student satisfaction.
Methods. Participants were 1st year Bachelor of Nursing students. Data were generated through five focus groups and analytical outcomes constructed by forming an iterative loop with current literature.
Results. Students described four key elements affecting the value of online resources that are integrated with the classroom experience: (1) the perceived relationship between learning resources and ‘real nursing’; (2) encountering the politics of nursing knowledge – better be ‘doing’ than ‘reading’; (3) being a student and needing to learn; and, (4) being a student and figuring out how to learn. The resources most valued by students incorporated each of these elements.
Discussion. Students recognise the online learning space as valuable to classroom learning, but within clear parameters. We contend that the most valued learning is that which is seen as practical in nature and perceived as ‘real’ nursing. Further experiences of value include resources that are scaffolded to support sequential learning, and that which is structured to support ease of learning.