Social Presence and Satisfaction in Asynchronous Text-Based Communications in Online Nursing Education: A Comparison With Synchronous Video Communications.

ABSTRACT: Asynchronous online nursing education has been associated with poor levels of student interaction. This study investigated perceived social presence, a construct used to understand online interactions, and satisfaction during asynchronous text-based communications with a sample of 33 first-year and second-year nursing students. Participants were also experiencing synchronous video communications for their online education. Although social presence in asynchronous text-based communications correlated positively with satisfaction, most students identified a higher degree of social presence and satisfaction with video communications. Consideration of social presence within online education using synchronous video communications is thus recommended.

Exploring nursing students' need for social presence and its relevance to their learning preferences.

AIM: To explore nursing students' need for social presence in online learning, looking at its relevance to the adopted sensory modality learning styles. DESIGN: A qualitative descriptive design. METHODS: Two semi-structured online focus groups were held with five second-year and seven third-year undergraduate nursing students, purposively recruited from the Malta College of Arts, Science and Technology. Using a structured guide based on the Social Presence Model, participants were asked about their perceived need for social presence (a construct used to understand online interactions), and its relevance to their learning preferences using the VARK (Visual, Aural/Auditory, Read/write and Kinesthetic) learning styles. RESULTS: Despite varying learning preferences, all participants remarked on the need for social presence. Social presence was required for their perceived learning and for actively participating in online lectures. Several participants expressed the need for social presence for a collaborative constructivist learning experience, drawing on their diverse learning styles for a better learning experience.

Nursing students' evaluation of a gamified public health educational webinar: A comparative pilot study.

AIM: To compare undergraduate nursing students' evaluations of a gamified educational webinar to a non-gamified version. Both webinars covered the topic "Determinants of health," part of public health education. DESIGN: A post-test evaluation design with a comparison group, and an additional qualitative component. METHODS: First-year students reading for a Bachelor of Science in Nursing at the Malta College of Arts, Science and Technology were randomly allocated into two classes of 26 students each, and to the gamified and non-gamified webinars. The revised "Students Evaluations of Educational Quality" questionnaire was sent to all participants. Participants were also asked to provide comments on their learning experience. RESULTS: A total of 40 participants who attended the gamified and non-gamified webinars completed the questionnaire. Educational quality was perceived as "good" to "very good," in both groups. Most participants in the gamified webinar group remarked that gamification helped to increase their engagement and interaction.

Critical self-reflection for nurse educators: Now more than ever!

The dynamic healthcare world and increased demands on nurses call for a parallel shift in nursing education that is optimally geared toward effectiveness. Just as student nurses are taught to reflect on their practice to effectively meet clients' needs, educators also need to be well versed in self-reflection to enhance their teaching methods. Self-reflection is the deliberate consideration of experiences, which when guided by the literature helps an individual gain insight and improve practice. Educators should not only opt for personal reflection but should also seek the views of their students and peers. Self-reflection becomes critical when it goes beyond mere reflection, questioning teaching assumptions, and addressing their social and political context. Given the remarked benefits of using self-reflection in education, and the current COVID-19 global repercussions which have urged faculties to try alternative methods of teaching, a concise guide to self-reflection is hereby provided for use by nurse educators.