Jun 2026· Nursing Reports· Vol 16, pp. 226· 1 citation· 33 references
Medicine
TL;DR
Perceptions of both clinical facilitators and student nurses on how critical thinking can be enhanced using digital technology in clinical practice were surveyed to get perceptions of both clinical facilitators and student nurses on how critical thinking can be enhanced using digital technology.
Abstract
Background/Objectives: Critical thinking in healthcare settings is essential in nursing and is a key element of delivering high-quality patient care. However, the disconnect between theoretical knowledge and practical application, along with pressure from workloads, continues to create persistent challenges in nursing education. In this context, the increasing demand for facilitators to cultivate critical thinking skills in students necessitates technological approaches. Digital technologies can supply access to learning materials, clinical case studies, and interactive tasks that reinforce critical thinking principles. They can also support personalized learning paths and provide immediate feedback to learners. Methods: The study used qualitative, exploratory, and descriptive methods to achieve its objectives. A purposive sampling technique was used to intentionally select clinical facilitators and student nurses as participants. The sample included eleven female clinical facilitators, two male clinical facilitators, eight female student nurses, and four male student nurses. Data was gathered through semi-structured individual interviews. Results: A total of 25 participants were identified and met the eligibility criteria. The study was conducted at a nursing education institution in Gauteng, to get perceptions of both clinical facilitators and student nurses on how critical thinking can be enhanced using digital technology in clinical practice. Study participants perceived that digital technology is a promising strategy to support the development of critical thinking skills. Conclusions: The transition to digital technology-based approaches will provide accessibility to various learning platforms across time and location to facilitate the critical thinking and competencies of student nurses.
The study underscores the importance of aligning theoretical instruction with clinical practice through stronger supervision, availability of clinical materials, and improved collaboration between training schools and clinical sites to enhance student competence and contribute to quality nursing care in Zambia.
Sarah Banda, Lonia Mwape, C. Ngoma· Texila international journal...· 0 citations
BACKGROUND
Differences in evidence-based practice (EBP) knowledge, clinical experience, and time availability between nursing students and practicing nurses create the potential for complementary learning, yet interactions are often hierarchical.
PURPOSE
To explore nurses' experiences in an online collaborative EBP learning model with students and examine how interaction influences engagement and learning.
METHODS
A qualitative descriptive study was conducted. Semi-structured interviews were undertaken with 12 clinical nurses in China. Data were analyzed using Colaizzi's method.
RESULTS
A total of 3 themes emerged: perceived benefits, interaction challenges, and optimization strategies. Nurses reported improved EBP knowledge, skills, confidence, and communication. Challenges included knowledge disparities, time constraints, and limited student engagement. Suggested improvements involved structured tasks, better coordination, and stronger facilitation.
CONCLUSIONS
Online collaborative learning may support nurses' EBP learning by integrating clinical experience with theoretical knowledge. Effective design and facilitation are essential to enhance engagement and outcomes.
Changes and transformations in the field of technology significantly affect nursing education. Nursing students are expected to actively engage with a variety of advanced technological tools throughout their education to develop technological competence. This exploratory qualitative study aimed to explore nursing students' experiences and perspectives regarding collaborative technology-based assignments included in the "technology use in nursing" course, as well as their perceived contributions to personal and academic development. The study was conducted with 22 nursing students selected using purposive sampling. The findings revealed 3 main themes reflecting students' experiences: "Personal and academic development through technology-supported learning," "Enhanced awareness and integration of technology into nursing education and practice," and "Opportunities and challenges of AI use." In addition, a total of 10 subthemes were identified. Participants perceived that collaborative technology-based assignments supported their active engagement, experiential learning, technological awareness, and personal and academic development.
BACKGROUND
During clinical practice, nursing students interact with healthcare professionals, clinical instructors, patients, and families, creating a complex experience that prepares them for their professional lives. This complexity may also lead to negative learning experiences; therefore, it is crucial to understand how students perceive the clinical environment. The purpose of this study was to determine nursing students' experiences of transferring classroom learning into clinical practice.
METHODS
This descriptive phenomenological study was conducted with 40 s-year nursing students over a 14-week period during the 2019-2020 academic year using an online diary form. The inclusion criterion was taking the "Surgical Diseases Nursing" course for the first time. Data were analyzed using Colaizzi's seven-stage method.
RESULTS
Students experienced both positive and negative emotional reactions during clinical practice. Practical skills were developed by observing healthcare professionals and integrating theoretical knowledge with clinical practice. The sense of belonging was reinforced when students applied their knowledge while participating in patient care. Structured around four major themes-emotionality, embodied practice, professional identity, and the clinical collective-the findings revealed that learning transfer is a transformative process of 'embodied knowing,' shaped by emotional intensity and interpersonal interactions. Nursing students' participation, professional belonging, and motivation were increased by positive interactions with healthcare professionals, patients, and peers.
CONCLUSIONS
The results explain how the gap between theoretical and clinical education can be addressed through the lens of experiential learning. To effectively reduce the theory-practice gap and transform clinical encounters into professional competence, nursing curricula must strategically incorporate structured mentorship, regular reflective practices, and robust emotional support systems. These findings provide a practical framework for nursing professors, clinical instructors, and healthcare professionals to create optimized, safer clinical learning environments.
Sevim Akbal, H. Bozdemir, Meltem Yıldırım· BMC Nursing· 0 citations
Rapid digital healthcare transformation adds complex new technological role expectations to nursing, in addition to extensive clinical and holistic care expertise. Nursing education must expand to accommodate substantive new technologies involved in contemporary healthcare services, but knowledge of digital preparedness and impacts on nursing identity and leadership is lacking. This study explores the potential of a playful reflective workshop to explore innovative pedagogical techniques' ability to improve nursing learners' attainment of educational goals and satisfaction, based on a pilot study among 16 nursing students. The findings indicate that participants found digital transformation to be a useful support mechanism for nursing care and education, with high scores for participation, creativity, and depth of reflection. The majority found the workshop meaningful and useful for improving their confidence in using tools/approaches, feeling more prepared, and having improved understanding, with less support for its positive role in leadership identity.
F. Ahmed, Nabeel Al-Yateem, Amina Ahmed et al.· Annual International Compute...· 0 citations
The transition from clinical nursing practice to academic teaching presents significant professional and personal challenges for novice clinical instructors. This study explored the lived experiences of novice clinical instructors transitioning to academic teaching in a selected private nursing school in Tagum City. A qualitative descriptive phenomenological design was employed involving nine novice clinical instructors with less than three years of teaching experience who were purposively selected. Data were collected through semi-structured, in-depth interviews and analyzed using Colaizzi's phenomenological method. Four major themes emerged: (1) Challenges in Transitioning from Clinical Practice to Academia, (2) Adjusting to New Responsibilities and Developing Teaching Competence, (3) Development of Professional Identity and Fulfillment, and (4) Evolving Perception of Being a Clinical Instructor. Participants initially struggled with role transition, teaching responsibilities, communication, technology use, and student supervision but gradually developed competence through mentoring, continuous learning, and reflective practice. As the study was conducted at a single private nursing school, the findings may not be generalizable to other settings. The study highlights the importance of structured orientation, mentoring, and continuous faculty development programs to support novice clinical instructors and strengthen nursing education.
Mariel Gementiza, J. J. Dela Merced· International Journal of Nur...· 0 citations