The experiences of health sciences students with hybrid learning in health sciences education—A qualitative study
Nyman, Eija; Pramila-Savukoski, Sari; Mikkonen, Kristina; Törmänen, Tiina; Juntunen, Jonna; Kuivila, Heli-Maria (2023-11-05)
Elsevier
05.11.2023
Eija, N., Sari, P.-S., Kristina, M., Tiina, T., Jonna, J., & Heli-Maria, K. (2024). The experiences of health sciences students with hybrid learning in health sciences education—A qualitative study. Nurse Education Today, 132, 106017. https://doi.org/10.1016/j.nedt.2023.106017
https://creativecommons.org/licenses/by/4.0/
© 2023 The Author(s). Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
https://creativecommons.org/licenses/by/4.0/
© 2023 The Author(s). Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
https://creativecommons.org/licenses/by/4.0/
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202311243337
https://urn.fi/URN:NBN:fi:oulu-202311243337
Tiivistelmä
Abstract
Background:
Given the importance of health professionals in society, investing in their education and developing educators' competence to provide high-quality education to health sciences students is important. Health sciences education is evolving and hybrid learning is becoming increasingly common. However, there is a lack of knowledge on how hybrid education influences the competence development of health sciences students. In this study, hybrid learning means synchronised simultaneous learning in a group of students, where face-to-face and online teaching occurs via the hybrid learning environment.
Objectives:
The aim of this study was to describe the experiences of health sciences students with hybrid learning in health sciences education.
Design:
This is a qualitative descriptive study.
Participants:
A total of 19 health sciences students, who participated in hybrid learning, both face-to-face and online, were interviewed.
Methods:
The data were collected using semi-structured focus group interviews during winter 2022. Data were analysed inductively using content analysis.
Results:
The experiences of health sciences students revealed that successful hybrid learning requires educators to have pedagogical, technical, ethical and interaction competences, effective technical solutions, and shared interactivity. Students indicated that hybrid learning enables meaningful learning as well as supports their competence development and well-being. Students need support for hybrid learning, for which organisational support is considered important. In addition, students desire that hybrid learning be developed as a student-centred and varied learning method.
Conclusions:
The results of this research can be used in the development of health sciences education, in ensuring the development of competence among health sciences students, and in supporting the digital pedagogical competence of health sciences educators.
Background:
Given the importance of health professionals in society, investing in their education and developing educators' competence to provide high-quality education to health sciences students is important. Health sciences education is evolving and hybrid learning is becoming increasingly common. However, there is a lack of knowledge on how hybrid education influences the competence development of health sciences students. In this study, hybrid learning means synchronised simultaneous learning in a group of students, where face-to-face and online teaching occurs via the hybrid learning environment.
Objectives:
The aim of this study was to describe the experiences of health sciences students with hybrid learning in health sciences education.
Design:
This is a qualitative descriptive study.
Participants:
A total of 19 health sciences students, who participated in hybrid learning, both face-to-face and online, were interviewed.
Methods:
The data were collected using semi-structured focus group interviews during winter 2022. Data were analysed inductively using content analysis.
Results:
The experiences of health sciences students revealed that successful hybrid learning requires educators to have pedagogical, technical, ethical and interaction competences, effective technical solutions, and shared interactivity. Students indicated that hybrid learning enables meaningful learning as well as supports their competence development and well-being. Students need support for hybrid learning, for which organisational support is considered important. In addition, students desire that hybrid learning be developed as a student-centred and varied learning method.
Conclusions:
The results of this research can be used in the development of health sciences education, in ensuring the development of competence among health sciences students, and in supporting the digital pedagogical competence of health sciences educators.
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