Omnipresent Learning via Interactive Media

Abstract

Teaching an undergraduate nursing research course in an accelerated, seven-week format challenges instructors to engage students and impart research skills in a narrow timeframe. Student engagement is essential to the learning process; however, educators must foster nursing students' reflective thinking abilities. Digital storytelling is used to increase student engagement and reflective thinking, but nursing literature shows little research in this area. In this study, the instructors facilitated discussion board activities and digital storytelling and then evaluated the participation in these active learning strategies. The data showed a perceptive increase in student satisfaction and reflective thinking.

Podcasting in nursing and midwifery education: An integrative review

“…Communication skills, both verbal and non-verbal, were the most frequently described skill gain through using podcasting (Rogan and San Miguel, 2013;Fenton, 2014). Study skills, research, critical thinking and stress management techniques were also noted as being learned by nursing students in a few studies (Greenfield, 2011;Lyons, 2013;McSwiggan and Campbell, 2017;Blum, 2018;Hargett, 2018).…”

“…The studies on podcasting took place from 2008 to 2018, across five countries. Sixteen articles were from the United States (Forbes and Hickey, 2008;Johnston et al, 2010;Kardong-Edgren and Emerson, 2010;Kemp et al, 2010;Schlairet, 2010;Vogt et al, 2010;Gipson and Richards, 2011;Greenfield, 2011;Stiffler et al, 2011;Meek et al, 2012;Abate, 2013;Lyons, 2013;Blum 2014Blum , 2018Price et al, 2015;Hargett, 2018), seven from the United Kingdom (McKinney and Page, 2009;Meade, Bowskill et al 2009, 2011Clay, 2011;Mostyn et al, 2013;Fenton, 2014;McSwiggan and Campbell, 2017), and one from Australia (Rogan andSan Miguel, 2013), Norway (Foss et al, 2013) and Iran (Abedian et al, 2018) (see Table 1). The population of learners were mainly undergraduate nursing students, although four studies included graduate nurses (Meade, Bowskill et al 2009, 2011Stiffler et al, 2011;Meek et al, 2012), one focused on nurse preceptors (Blum, 2014), and another had a mixture of pre-registration and post-registration nurses (Schlairet, 2010).…”

“…Mobile devices or computers that were incompatible with and did not support podcasting software and other technical difficulties such as navigating the virtual learning environment also affected accessibility (McKinney and Page, 2009;Meade et al, 2009;Clay, 2011;Gipson and Richards, 2011;Lyons, 2013;Mostyn et al, 2013). In a few instances, pre and post registration nursing students did not own the right equipment to access and use podcasts (McKinney and Page, 2009;Meade et al, 2011).…”