Innovating clinical nursing education using virtual technology to combat the effects of COVID-19: A qualitative study

Abstract

Background

At the beginning of the COVID-19 pandemic, social distancing effects halted in-person clinical placements in nursing programs at all Canadian universities. To mitigate educational disruption, clinical practicums were pivoted to online delivery, despite knowledge gaps on the perspectives of nursing students and community liaisons on using virtual technology to facilitate clinical placements.

Objective

Accordingly, we explored the impact of using innovative virtual technology to combat the social distancing effects of the COVID-19 pandemic on students' and community liaisons' experiences in a clinical community health nursing course.

Methods

Using a descriptive qualitative research approach, we evaluated an innovative online clinical placement approach which we implemented to combat the disruptions of social distancing guidelines. Forty-five nursing students were grouped and paired with five community health organizations to create community-led health promotion projects using online videoconferencing. Upon completion of their practicum, six nursing students and four community liaisons participated in virtual individual interviews. Data was analyzed using a thematic analysis approach.

Results

Three themes were developed: 1) Openness to change, 2) Effective virtual communication, and 3) Creation of learning spaces that foster nurturing relationships. On the theme of ‘Openness to Change,’ participants voiced the need to shift focus from common learning approaches to new, untested options. On the theme of ‘Effective virtual communication,’ participants valued the critical role of thorough virtual communication in online learning. On the theme of ‘Creation of learning spaces that foster nurturing relationships,’ participants appreciated the role of relationships, careful planning, and organization of virtual learning spaces for program success.

Conclusion

The success and viability of virtual technology in clinical education are strongly related to individual and systems approach and adaptations to support students' access to learning opportunities. Our findings could be used to enhance access to virtual clinical education for students from disadvantaged and vulnerable populations.