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Enhancing undergraduate nurses’ online learning engagement: A mixed methods study
Shennan, Sheila Smith, Craig Chapman, Hazel M.
Shennan, Sheila
Smith, Craig
Chapman, Hazel M.
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2026-01-06
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Abstract
Aim: To evaluate a structured, student-focused online learning environment (OLE) for delivering applied sciences for nursing.
Background: Online learning can impair the learning experience for students, but it promotes flexible access to study.
Design: A mixed-methods study was used to explore and analyze students’ experiences and preferences for two different delivery models. The original online module space consisted of an information repository. The new OLE was a structured bioscience for nursing module, designed to scaffold student learning to achieve learning outcomes using a variety of different methods to support diverse learning styles. Outcome measures used were student satisfaction, student assessments and qualitative data from module feedback questionnaires and focus groups.
Methods: Questionnaires on the OLE experience were administered to students (n = 52) and results compared with previous module feedback. Two student focus groups (n = 7) explored these responses in more depth.
Results: A redesigned OLE, with student learning as its focus, improved student engagement with the module space. Interactive learning experiences made students feel better prepared for assessment. Students gained greater digital capabilities by using the OLE. The flexibility and potential to re-watch teaching sessions was welcomed.
Conclusions: OLEs should be designed collaboratively with learning technologists and regularly reviewed to avoid overwhelming students with irrelevant or outdated materials. Flexible, online learning is ubiquitous, requiring a user-friendly and effective OLE for nursing students.
Citation
Shennan, S., Smith, C., & Chapman, H. M. (2026). Enhancing undergraduate nurses’ online learning engagement: A mixed methods study. Teaching and Learning in Nursing, 21(2), e718-e725. https://doi.org/10.1016/j.teln.2025.12.004
Publisher
Elsevier
Journal
Teaching and Learning in Nursing
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Article
Language
en
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© 2025 The Authors. Published by Elsevier Inc. on behalf of Organization for Associate Degree Nursing.
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ISSN
1557-3087
EISSN
1557-2013
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Scoping research: understanding the contribution of nurses to improve the health and well-being of children, adults and older people with learning disabilities, now and for the future | Funder: University of West London (UWL)