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Research Article
Sílvia Reverté-Villarroya
Rovira i Virgili University
Corresponding Author
License:
This work is licensed under a CC BY 4.0 License. Read Full License
Background: Active learning methodologies have been widely adopted into undergraduate healthcare, and a strategic framework that guides learning to the students, being blended-learning which combines the best of face-to-face and virtual learning. Therefore, this study aimed to identify the key elements from a virtual forum in achieving competencies in clinical practice in critical care, and to evaluate the b-learning process of undergraduates nursing through a virtual forum on Moodle Platform.
Methods: Mixed research conducted. A qualitative descriptive phenomenological methodology informed by virtual forum and quantitative descriptive method from self-reported questionnaire. An intentional sample of nursing students of clinical practice in critical care units from fourth-year undergraduate in Rovira Virgili University (Spain) was employed. Data source included virtual forum (sixteen weeks) and final seminar classroom included face-to-face. Sociodemographic and forum variables were evaluated questionnaire ad hoc (fifty questions): learning, tutoring, satisfaction, and self-evaluation about virtual forum with Likert scores 1:(strongly disagree) to 4:(strongly agree).
Results: It was observed 51 nursing students, 70.6% of students were women (n.36) with an average of age of 21.18 years (standard deviation 2,186). In the qualitative analysis of the forums, six main categories were extracted: The humanization of care (n=93), Communication (n=69), Learning (n =92), Professional knowledge (n=55), Clinical Safety (n=66), Complexity (n=101). The analysis of the questionnaire shows: The evaluation learning, tutoring, self-evaluation about virtual forum, and satisfaction. The items that have presented significant differences (p<0.05) are six items and by (p<0.01) one item.
Conclusion: The dynamized forum allows accompanying the students while their clinical practice in critically ill patients in their learning process to develop critical thinking. It’s also a useful tool for achieving results, in scenarios that have become the result of social confinements, which will lead to a paradigm change in universal education.
Keywords
Evaluation, Actives learning methodologies, Blended learning, Nursing students, Practicum, Critical care
No competing interests reported.
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Received 12 Apr, 2021
Reviewer #1 agreed
On 31 Mar, 2021
Reviewer #3 agreed
On 31 Mar, 2021
Reviewer #19 agreed
On 31 Mar, 2021
Reviewer #2 agreed
On 31 Mar, 2021
Reviewer #16 agreed
On 31 Mar, 2021
Reviewer #20 agreed
On 31 Mar, 2021
Reviewer #6 agreed
On 31 Mar, 2021
Reviewer #4 agreed
On 31 Mar, 2021
Reviewer #17 agreed
On 31 Mar, 2021
Reviewer #18 agreed
On 31 Mar, 2021
Reviewer #21 agreed
On 31 Mar, 2021
Reviewer #5 agreed
On 31 Mar, 2021
Reviewer #22 agreed
On 31 Mar, 2021
Reviewers invited
Invitations sent on 30 Mar, 2021
Editor assigned
On 30 Mar, 2021
Editor invited
On 09 Mar, 2021
Submission checks complete
On 05 Mar, 2021
First submitted
On 27 Feb, 2021
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Subject Areas
Nursing
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This preprint is under consideration at BMC Nursing. A preprint is a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
Learn more about In Review
Research Article
Sílvia Reverté-Villarroya
Rovira i Virgili University
Corresponding Author
Badges
Prescreen
This manuscript passed our Prescreen assessment
Complete author information
Appropriate declaration statements
Potential risks to human health
Prescreen
Peer Review Timeline
CURRENT STATUS: Under Review
Version 1
Posted 12 Mar, 2021
No community comments so far
Review #2 received
Received 14 Apr, 2021
Review #3 received
Received 14 Apr, 2021
Review #14 received
Received 12 Apr, 2021
Review #11 received
Received 12 Apr, 2021
Review #15 received
Received 12 Apr, 2021
Review #1 received
Received 12 Apr, 2021
Review #12 received
Received 12 Apr, 2021
Review #13 received
Received 12 Apr, 2021
Review #16 received
Received 12 Apr, 2021
Review #17 received
Received 12 Apr, 2021
Reviewer #1 agreed
On 31 Mar, 2021
Reviewer #3 agreed
On 31 Mar, 2021
Reviewer #19 agreed
On 31 Mar, 2021
Reviewer #2 agreed
On 31 Mar, 2021
Reviewer #16 agreed
On 31 Mar, 2021
Reviewer #20 agreed
On 31 Mar, 2021
Reviewer #6 agreed
On 31 Mar, 2021
Reviewer #4 agreed
On 31 Mar, 2021
Reviewer #17 agreed
On 31 Mar, 2021
Reviewer #18 agreed
On 31 Mar, 2021
Reviewer #21 agreed
On 31 Mar, 2021
Reviewer #5 agreed
On 31 Mar, 2021
Reviewer #22 agreed
On 31 Mar, 2021
Reviewers invited
Invitations sent on 30 Mar, 2021
Editor assigned
On 30 Mar, 2021
Editor invited
On 09 Mar, 2021
Submission checks complete
On 05 Mar, 2021
First submitted
On 27 Feb, 2021
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
Subject Areas
Nursing
License:
This work is licensed under a CC BY 4.0 License. Read Full License
Background: Active learning methodologies have been widely adopted into undergraduate healthcare, and a strategic framework that guides learning to the students, being blended-learning which combines the best of face-to-face and virtual learning. Therefore, this study aimed to identify the key elements from a virtual forum in achieving competencies in clinical practice in critical care, and to evaluate the b-learning process of undergraduates nursing through a virtual forum on Moodle Platform.
Methods: Mixed research conducted. A qualitative descriptive phenomenological methodology informed by virtual forum and quantitative descriptive method from self-reported questionnaire. An intentional sample of nursing students of clinical practice in critical care units from fourth-year undergraduate in Rovira Virgili University (Spain) was employed. Data source included virtual forum (sixteen weeks) and final seminar classroom included face-to-face. Sociodemographic and forum variables were evaluated questionnaire ad hoc (fifty questions): learning, tutoring, satisfaction, and self-evaluation about virtual forum with Likert scores 1:(strongly disagree) to 4:(strongly agree).
Results: It was observed 51 nursing students, 70.6% of students were women (n.36) with an average of age of 21.18 years (standard deviation 2,186). In the qualitative analysis of the forums, six main categories were extracted: The humanization of care (n=93), Communication (n=69), Learning (n =92), Professional knowledge (n=55), Clinical Safety (n=66), Complexity (n=101). The analysis of the questionnaire shows: The evaluation learning, tutoring, self-evaluation about virtual forum, and satisfaction. The items that have presented significant differences (p<0.05) are six items and by (p<0.01) one item.
Conclusion: The dynamized forum allows accompanying the students while their clinical practice in critically ill patients in their learning process to develop critical thinking. It’s also a useful tool for achieving results, in scenarios that have become the result of social confinements, which will lead to a paradigm change in universal education.
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