Abstract
The widespread COVID-19 pandemic has not only posed a major health threat in Taiwan but also has challenged the nursing pedagogy. Both academia and the education industry are calling for a radical change of nursing pedagogy. Under such a call, the present study investigates an online collaborative knowledge co-construction mechanism—Crowdsourcing Collaborative Learning Strategy (CCLS)—to help student nurses acquire and practice functional knowledge on clinical operations targeted to the Objective Structured Clinical Examination (OSCE) at anytime and anywhere via the internet service. A t-test on the pre-and-post test between the control and experimental group explained the effectiveness of the CCLS online platform. Two questionnaires were used to explore students’ perception of the effectiveness and the usefulness of the CCLS online platform. The findings suggested the CCLS online platform can help students to revisit their clinical performance via the recorded videos, facilitate student nurses’ self-reflection on their performance, and help student nurses to minimize the academic-practice gap. Participants in this study scored the CCLS online platform as helpful and easy to use during the learning process.
Highlights
Since December 2019, the world has suffered from an unprecedented strike of the COVID-19 pandemic
In the Crowdsourcing Collaborative Learning Strategy (CCLS) online learning community, where the context is initiated by students (e.g., the the CCLS online learning community, where the context is initiated by students and the knowledge co-construction recorded videos and annotations towards the video) and the knowledge co-construction is is supervised by the instructor, student nurses can construct functional knowledge on supervised by the instructor, student nurses can construct functional knowledge on clinical clinical skills (e.g., Objective Structured Clinical Skills Examination (OSCE) scenarios) via online collaboration, and the quality of the coskills (e.g., OSCE scenarios) via online collaboration, and the quality of the co-constructed constructed knowledge is controlled by the instructor (Figure 1)
Studies have shown that the traditional teacher-centered pedagogy is not sufficient to prepare preservice nurses to face the challenges in a complex workplace context
Summary
Since December 2019, the world has suffered from an unprecedented strike of the COVID-19 pandemic. The pandemic has forced the global citizens to get accustomed to a new norm of social distancing, but it makes a dramatic influence on education and pedagogy. The ongoing social distancing protocol may impose challenges to the education system and offer an opportunity for a rapid and massive curriculum and pedagogy reform [4]. Nursing pedagogy reform is especially important, because nurses, as key members of the frontline healthcare workers, play a crucial role in fighting disease and pandemics on the frontline, making decisions, and providing effective clinical care to patients. The quality of the nursing training directly affects the quality of clinical care that nurses provide to patients in their workplace practices [5]. The call for a curriculum reform continues to be mentioned in the 2010s, such as in The Future
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