1
|
Baskici C, Aytar A, Ersoy H, Wiktsröm-Grotell C, Arell-Sundberg M, Neves H, Coutinho V, Blaževičienė A, Vaškelytė A, Söderlund A, Fritz J, Strods R, Jansone-Ratinika N, Kav S. "Being in the digital box". Academic staff experiences in online practical teaching: A qualitative study from six universities and countries. Heliyon 2024; 10:e24275. [PMID: 38298646 PMCID: PMC10827755 DOI: 10.1016/j.heliyon.2024.e24275] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2023] [Revised: 01/03/2024] [Accepted: 01/05/2024] [Indexed: 02/02/2024] Open
Abstract
The COVID-19 pandemic has caused radical changes in education, as in everything else, bringing many challenges. Despite all the difficulties, the COVID-19 pandemic has enormous opportunities for online teaching and the use of digital technologies. A comprehensive understanding of this period is needed to investigate these opportunities. Thus, this study aims to explore the academic staff's experiences of online teaching and the use of digital technologies in practical skills-based courses in health care education. This study was conducted at six universities from six countries (Türkiye, Sweden, Finland, Portugal, Latvia, Lithuania). Data were collected between June 17, 2021 and November 30, 2021 via a focus group with an in-depth interview technique. 22 focus group interviews were conducted with a total of 117 participants. Colaizzi's method was used to evaluate the data to discover, comprehend, and define the experiences of academic staff. The analysis of the interview data resulted in 6 themes, 25 subthemes and 56 categories that captured participants' experiences regarding online teaching of practical skills and using digital technologies in health care education. The findings of the study provide crucial information that will help online teaching and digital technology for practical skills be successfully integrated.
Collapse
Affiliation(s)
- Cigdem Baskici
- Department of Healthcare Management, Başkent University, Ankara, Turkey
| | - Aydan Aytar
- Department of Orthopedic Physiotherapy and Rehabilitation, University of Health Sciences, Ankara, Turkey
| | - Halil Ersoy
- Department of Computer Education and Instructional Technology, Başkent University, Ankara, Turkey
| | - Camilla Wiktsröm-Grotell
- Graduate School and Research, Arcada University of Applied Sciences, Helsinki, Finland
- Department of Physiotherapy, School of Health, Care and Social Welfare, Mälardalen University, Västerås, Sweden
| | - Marina Arell-Sundberg
- School of Engineering, Culture and Wellbeing, Arcada University of Applied Sciences, Helsinki, Finland
| | - Hugo Neves
- Health Sciences Research Unit: Nursing, Nursing School of Coimbra, Coimbra, Portugal
| | - Verónica Coutinho
- Health Sciences Research Unit: Nursing, Nursing School of Coimbra, Coimbra, Portugal
| | | | - Alina Vaškelytė
- Department of Nursing, Lithuanian University of Health Sciences, Kaunas, Lithuania
| | - Anne Söderlund
- Graduate School and Research, Arcada University of Applied Sciences, Helsinki, Finland
- Department of Physiotherapy, School of Health, Care and Social Welfare, Mälardalen University, Västerås, Sweden
| | - Johanna Fritz
- Department of Physiotherapy, School of Health, Care and Social Welfare, Mälardalen University, Västerås, Sweden
| | - Raimonds Strods
- Centre for Educational Growth, Rīga Stradiņš University, Rīga, Latvia
| | | | - Sultan Kav
- Department of Nursing, Başkent University, Ankara, Turkey
| |
Collapse
|
2
|
Brown J, Slatyer S, Jakimowicz S, Maben J, Calleja P, Donovan H, Cusack L, Cameron D, Cope V, Levett-Jones T, Williamson M, Klockner K, Walsh A, Arnold-Chamney M, Hollingdrake O, Thoms D, Duggan R. Coping with COVID-19. Work life experiences of nursing, midwifery and paramedic academics: An international interview study. NURSE EDUCATION TODAY 2022; 119:105560. [PMID: 36150292 PMCID: PMC9482167 DOI: 10.1016/j.nedt.2022.105560] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/30/2022] [Revised: 08/19/2022] [Accepted: 09/14/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND The COVID-19 global pandemic was declared in March 2020. By June 2022, the total deaths worldwide attributed to COVID-19 numbered over 6.3 million. Health professionals have been significantly impacted worldwide primarily those working on the frontline but also those working in other areas including nursing, midwifery, and paramedic higher education. Studies of occupational stress have focused on the clinical health professional roles but scant attention has been drawn to the pressures on university-based academic staff supporting and preparing professionals for frontline health work. DESIGN AND OBJECTIVES This qualitative study sought to explore the challenges experienced by health academics (nurses, midwives and paramedics), during COVID-19 and identify strategies enlisted. SETTING AND PARTICIPANTS Six Australian and two United Kingdom universities collaborated, from which 34 health academics were individually interviewed via video or teleconference, using six broad questions. Ethical approval was obtained from the lead site and each participating University. DATA ANALYSIS Thematic analysis of the data was employed collaboratively across institutions, using Braun and Clarke's method. RESULTS Data analysis generated four major themes describing academics': Experiences of change; perceptions of organisational responses; professional and personal impacts; and strategies to support wellbeing. Stress, anxiety and uncertainty of working from home and teaching in a different way were reported. Strategies included setting workday routine, establishing physical boundaries for home-working and regular online contact with colleagues. CONCLUSIONS The ability of nursing, midwifery and, paramedic academic staff to adapt to a sudden increase in workload, change in teaching practices and technology, while being removed from their work environment, and collegial, academic and technological supports is highlighted. It was recognised that these changes will continue post-COVID and that the way academics deliver education is forever altered.
Collapse
Affiliation(s)
| | | | | | | | | | | | | | | | | | | | | | | | | | | | | | - Debra Thoms
- Queensland University of Technology, Australia
| | | |
Collapse
|