Online collaborative learning may support nurses' EBP learning by integrating clinical experience with theoretical knowledge and effective design and facilitation are essential to enhance engagement and outcomes.
Abstract
Background
Differences in evidence-based practice (EBP) knowledge, clinical experience, and time availability between nursing students and practicing nurses create the potential for complementary learning, yet interactions are often hierarchical.
Purpose
To explore nurses' experiences in an online collaborative EBP learning model with students and examine how interaction influences engagement and learning.
Methods
A qualitative descriptive study was conducted. Semi-structured interviews were undertaken with 12 clinical nurses in China. Data were analyzed using Colaizzi's method.
Results
A total of 3 themes emerged: perceived benefits, interaction challenges, and optimization strategies. Nurses reported improved EBP knowledge, skills, confidence, and communication. Challenges included knowledge disparities, time constraints, and limited student engagement. Suggested improvements involved structured tasks, better coordination, and stronger facilitation.
Conclusions
Online collaborative learning may support nurses' EBP learning by integrating clinical experience with theoretical knowledge. Effective design and facilitation are essential to enhance engagement and outcomes.
This exploratory qualitative study aimed to explore nursing students' experiences and perspectives regarding collaborative technology-based assignments included in the "technology use in nursing" course, as well as their perceived contributions to personal and academic development.
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