An Online International Collaborative Learning Program During the COVID-19 Pandemic for Nursing Students: Mixed Methods Study

Abstract

Background Given the limitations imposed by the COVID-19 pandemic, a better understanding of how nursing programs around the globe have implemented distance education methods and related initiatives to provide international collaborative learning opportunities as well as complementary aspects of practical education would be constructive for nursing students. It is expected that international collaboratives through web-based communication will continue to be increasingly utilized after the pandemic; therefore, it is time to discuss the effects and direction of these developments. Objective We aimed to examine the impact of an online international collaborative learning program on prelicensure nursing students’ international and global competencies in South Korea. Methods We conducted a mixed methods study (web-based surveys and focus group interviews). A total of 15 students participated in the study. The surveys were used to examine changes in participants’ global leadership competencies, and the focus group interviews were used to evaluate the program’s effectiveness and to identify opportunities for improvement. The online international collaborative program consisted of 7 synchronous web-based classroom sessions. Each session ran for 60 to 90 minutes. Faculty experts and nurses working in the United States discussed various topics with students, such as nursing education in the United States and evidence-based teaching and learning. The students gave presentations on the South Korean nursing education system. Data were analyzed with descriptive statistics, the Mann-Whitney U test, and content analysis methods. Results Participants reported improvement in their global leadership competencies. Four main categories emerged from analysis of the focus interviews: (1) realistic applicability, (2) clarification, (3) expansion of perspectives, and (4) initiative. Conclusions The online international collaborative learning program had a positive impact on the development of students’ international competencies. The findings support the further development of international exchange programs through web-based meetings in the postpandemic era.

Exploring the Impact of Virtual Reflection Groups on Advanced Practice Nurse Students During the COVID-19 Pandemic: Focus Group Study With Master’s Students

“…These findings are in line with the results of another study that explored how students adapted to the changes associated with the pedagogical transition to distance learning and use of digital tools because of the COVID-19 pandemic lockdown [ 3 ]. The students were trained in digital communication, distance learning, and the use of digital tools during the lockdown [ 1 , 2 , 4 , 5 ]. Our APN students also experienced the COVID-19 pandemic by reducing the face-to-face physical contact between them in different clinical placements and the contact between the students and educators, results that are in line with other studies [ 2 , 5 ].…”

“…The students were trained in digital communication, distance learning, and the use of digital tools during the lockdown [ 1 , 2 , 4 , 5 ]. Our APN students also experienced the COVID-19 pandemic by reducing the face-to-face physical contact between them in different clinical placements and the contact between the students and educators, results that are in line with other studies [ 2 , 5 ]. In addition, the students participating in the VRGs experienced that it could be challenging to discuss issues in a digital setting rather than face to face, as spontaneous responses in the discussions were less likely [ 2 ].…”

“…The COVID-19 pandemic has brought about radical changes to education systems worldwide. During this period (2020-2022), a rapid increase in distance learning has taken place, in which technology-supported pedagogical methods have been developed, along with the use of digital tools for web-based education and communication between students and educators [2][3][4][5]. In a Norwegian master's program in advanced practice nursing, a new alternative learning activity, the virtual reflection group (VRG), supported by technology, was introduced to students during the COVID-19 pandemic [6].…”

Reflection on feasibility and usability of interactive online international exchange program for occupational therapy students

“…Instead of in-person program, we, Department of Occupational Therapy, Tokyo Metropolitan University(TMU), Japan, and Occupational Therapy Division, Mahidol University(MU), Thailand, had the opportunity to create a new three-month online exchange program in 2021. In the medical educational field, there are a few reports of online international programs such as virtually visiting a medical institution in another country [ 4 , 5 ]. However, there are few reports of international exchange programs in which students participate from two or more universities and conduct activities together for several weeks [ 6 , 7 ].…”

Implementation of a collaborative online international learning program in nursing education: protocol for a mixed methods study

“…Given the impact of COVID-19 on the international healthcare education landscape, the value of building and sustaining international connections has never been more important [5,6]. Further, the increased use of collaborative digital learning technologies, such as cloud-based communication platforms and virtual reality, presents additional opportunities to deepen global engagement of place-bound students and educators [7][8][9][10].…”