Crowdsourcing in Nursing Education: A Possibility of Creating a Personalized Online Learning Environment for Student Nurses in the Post-COVID Era
Abstract
:1. Introduction
2. Literature Review
2.1. Mobile Learning in Nursing Education in Post-COVID Era
2.2. Crowdsourcing, Personalized Learning, and Nursing Education
3. Methods
3.1. A Supportive and Personalized Learning Environment for Student Nurses
- Whether students in the CCLS condition outperform students in the traditional learning condition?
- Whether students in CCLS condition perceive using CCLS online platform as helpful and easy to use?
- Whether students in CCLS condition perceive using CCLS online platform as effective in facilitating knowledge acquisition?
3.2. Participants
3.3. Instrument
3.3.1. Class
3.3.2. Instructor
3.3.3. Assessment
3.3.4. CCLS
3.4. Experimental Procedure
- A simulated OSCE was held in week 7 to assess the clinical competence in both groups (Figure 3). All subjects gave their informed consent for inclusion before they participated in the study. The study was conducted in accordance with the Declaration of Helsinki, and the protocol was approved by the Ethics Committee of Tajen University (Project identification code: TAJEN-20200308172309-IRB). Participants in the experimental group were required to fill out their pre-test questionnaires (the Questionnaire on Learning Through the CCLS Online Platform). From week 8 to week 16, participants were required to practice the clinical skills with the simulated patient based on the OSCE rubric (Figure 4).
4. Results
4.1. Analysis of Effectiveness of CCLS
4.2. Analysis of Student Nurses’ Perception of CCLS
5. Discussion
6. Limitations and Future Work
7. Conclusions and Suggestions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Items | Content | Cronbach’s Alpha |
---|---|---|
Q1 | I am familiar with basic clinical nursing skills after viewing my performance video and annotating videos from the others. | 0.884 |
Q2 | I am familiar with the important clinical operations. | 0.796 |
Q3 | I am familiar with the process of assessing patients’ clinical needs. | 0.801 |
Q4 | I am familiar with the process of evaluating patients’ psychological and social needs. | 0.825 |
Q5 | I am confident with my clinical skills. | 0.814 |
Q6 | I am confident that I can perform all practiced skills successfully on my patient during the intern period. | 0.803 |
Q7 | I can recognize and manage risks in nursing clinical care. | 0.769 |
Q8 | I can perform clinical skills much more accurately after performing the skills, annotate performance videos and review video annotations. | 0.810 |
Items | Cronbach’s Alpha | |
---|---|---|
Usefulness | (a) The instruction of the CCLS online learning platform is clear and effective to guide me to understand the learning contents. | 0.798 |
(b) Combining the CCLS online learning platform and the actual clinical practice is helpful to acquire clinical skills. | 0.796 | |
(c) My personal experience of learning via CCLS benefits my clinical performance on patients. | 0.763 | |
Easiness | (d) It is easy to annotate the videos via CCLS online learning platform on mobile devices | 0.788 |
(e) It is easy to read the annotate information on the CCLS online learning platform via mobile devices | 0.805 | |
learning platform is well-matched with the learning progress on the site. | 0.801 | |
(g) I think the interface of CCLS is easy to use. | 0.809 |
Group | N | Mean | SD 1 | t (49) | d2 |
---|---|---|---|---|---|
Experimental group | 24 | 37.41 | 6.15 | −1.20 | 0.376 |
Control group | 25 | 39.40 | 4.34 |
Group | N | Mean | SD 1 | F (1, 49) | d2 |
---|---|---|---|---|---|
Experimental group | 24 | 72.78 | 5.91 | 4.248 * | 0.948 ** |
Control group | 25 | 55.75 | 5.35 |
Item | Question | N | Mean | SD 1 | t | d2 | |
---|---|---|---|---|---|---|---|
1 | I am familiar with basic clinical nursing skills after viewing my performance video and annotating videos from the others. | Pre-test Post-test | 22 22 | 3.77 4.41 | 0.81 0.66 | −3.13 * | 0.866 ** |
2 | I am familiar with the important clinical operations. |
Pre-test Post-test |
22 22 |
3.59 4.55 |
0.66 0.51 | −5.70 * | 1.628 ** |
3 | I am familiar with the process of assessing patients’ clinical needs. | Pre-test Post-test | 22 22 | 3.73 4.45 | 0.63 0.51 | −4.85 * | 1.256 ** |
4 | I am familiar with the process of evaluating patients’ psychological and social needs. | Pre-test Post-test | 22 22 | 3.59 4.32 | 0.85 0.64 | −4.12 * | 0.97 ** |
5 | I am confident with my clinical skills. | Pre-test Post-test | 22 22 | 3.68 4.27 | 0.64 0.76 | −3.77 * | 0.84 ** |
6 | I am confident that I can perform all practiced skills successfully on my patient during the intern period. | Pre-test Post-test | 22 22 | 3.50 3.77 | 0.59 0.75 | −1.66 | 0.4 |
7 | I can recognize and manage risks in nursing clinical care. | Pre-test Post-test | 22 22 | 3.73 4.50 | 0.88 0.67 | −4.46 * | 0.985 ** |
8 | I can perform clinical skills much more accurately after performing the skills, annotate performance videos and review video annotations. | Pre-test Post-test | 22 22 | 3.68 4.73 | 0.78 0.45 | −4.90 * | 1.649 ** |
Scale | Questionnaire Item | Mean | SD 1 |
---|---|---|---|
Usefulness | (a) The instruction of the CCLS online learning platform is clear and is effective in guiding me to understand the learning contents. | 4.27 | 0.82 |
(b) Combining the CCLS online learning platform and the actual clinical practice is helpful to acquire clinical skills. | 4.27 | 0.55 | |
(c) My personal experience of learning via CCLS benefits my clinical performance on patients. | 4.45 | 0.80 | |
Easiness | (d)It is easy to annotate the videos via CCLS online learning platform on mobile devices. | 4.64 | 0.49 |
(e) It is easy to read the annotate information on the CCLS online learning platform via mobile devices | 4.05 | 0.48 | |
(f) The response speed of the CCLS online learning platform is well-matched with the learning progress on the site. | 4.45 | 0.59 | |
(g) I think the interface of CCLS is easy to use. | 4.36 | 0.49 |
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Geng, Y.; Huang, P.-S.; Huang, Y.-M. Crowdsourcing in Nursing Education: A Possibility of Creating a Personalized Online Learning Environment for Student Nurses in the Post-COVID Era. Sustainability 2021, 13, 3413. https://doi.org/10.3390/su13063413
Geng Y, Huang P-S, Huang Y-M. Crowdsourcing in Nursing Education: A Possibility of Creating a Personalized Online Learning Environment for Student Nurses in the Post-COVID Era. Sustainability. 2021; 13(6):3413. https://doi.org/10.3390/su13063413
Chicago/Turabian StyleGeng, Ying, Po-Sen Huang, and Yeuh-Min Huang. 2021. "Crowdsourcing in Nursing Education: A Possibility of Creating a Personalized Online Learning Environment for Student Nurses in the Post-COVID Era" Sustainability 13, no. 6: 3413. https://doi.org/10.3390/su13063413