Crowdsourcing in Nursing Education: A Possibility of Creating a Personalized Online Learning Environment for Student Nurses in the Post-COVID Era

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 k...

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Bibliographic Details
Published inSustainability Vol. 13; no. 6; p. 3413
Main Authors Geng, Ying, Huang, Po-Sen, Huang, Yeuh-Min
Format Journal Article
LanguageEnglish
Published Basel MDPI AG 19.03.2021
Subjects
Coronaviruses
COVID-19
Crowdsourcing
Distance learning
Education
Health risks
Internet
Learning
Nurses
Nursing
Nursing education
Online instruction
Pandemics
Students
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Summary: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.
ISSN:2071-1050
2071-1050
DOI:10.3390/su13063413