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BackgroundPolicy initiatives and an increasing amount of the literature within higher education both call for students to become more involved in creating their own learning. However, there is a lack of studies in undergraduate nursing education that actively involve students in developing such learning material with descriptions of the students’ roles in these interactive processes.MethodExplorative qualitative study, using data from focus group interviews, field notes and student notes. The data has been subjected to qualitative content analysis.ResultsActive student involvement through an iterative process identified five different learning needs that are especially important to the students: clarification of learning expectations, help to recognize the bigger picture, stimulation of interaction, creation of structure, and receiving context- specific content.ConclusionThe iterative process involvement of students during the development of new technological learning material will enhance the identification of important learning needs for students. The use of student and teacher knowledge through an adapted co-design process is the most optimal level of that involvement.

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Background and objective: The use of technology has become the norm in nursing education. While technology has opened up for more flexible, active, student-focused teaching methods, its introduction has also brought challenges regarding its use and implementation. Recent literature has concentrated on how to best implement technology, but little attention has focused on observing student practices during technology use. Therefore, it is unknown how to optimize technology use within clinical skills training. The objective of this study was to investigate how groups of nursing students utilize a technology-based learning tool. Methods: An observational study with an exploratory design was implemented using video recordings as the data material. Results: The results indicated a high level of variability in nursing students' performance and ability to utilize a technological tool while working in groups. The variability during clinical skills training was associated with four factors: level of competence, motivation to learn, role clarification, and collaborative problem-solving skills. Conclusions: The results of the study indicated variability in groups of nursing students' ability to employ a technological tool during a selected procedure-namely, wound care and dressing. These findings suggest that a set of implications for faculty members should be developed. Specifically, staff and students should be prepared prior to using technology by focusing on group dynamics, group composition, development of collaborative problem-solving skills, and role modeling.

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