Open AccessAn Online International Collaborative Learning Program During the COVID-19 Pandemic for Nursing Students: Mixed Methods Study
Author(s) -
Dukyoo Jung,
Jennie C. De Gagné,
Eunju Choi,
Kyuri Lee
Publication year - 2022
Publication title -
jmir medical education
Language(s) - English
Resource type - Journals
ISSN - 2369-3762
DOI - 10.2196/34171
Subject(s) - focus group , medical education , descriptive statistics , nurse education , collaborative learning , globe , session (web analytics) , pandemic , nursing , psychology , medicine , covid-19 , pedagogy , computer science , sociology , world wide web , statistics , mathematics , neuroscience , anthropology , disease , pathology , infectious disease (medical specialty)
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.