Real-Time Online Demonstration for Skills Education for First-Year Nursing Students

Abstract

Background: Few studies have investigated first-year nursing students’ perspectives after they received real-time online demonstration (RTOD) for fundamental nursing skills education. Method: A mixed-methods study was conducted with prospective second-year nursing students after they completed a one-semester RTOD class in their first year. With permission from the original authors, an online questionnaire, the Self-Structured Questionnaire (SSQ), was administered to 277 students in undergraduate and higher-diploma programs, followed by two focus group interviews with 13 students. Survey and focus group data were analyzed using descriptive statistics and thematic analysis, respectively. Results: Regarding students’ barriers in administrative, individual, and technological areas, three themes emerged from the focus groups: (1) learning quality; (2) connection; and (3) impediments. Conclusion: RTOD contributed to fundamental nursing skills education. However, there was room for improvement.