| Learning Objective #1: Conceptualize how propositions from a theoretical framework provide a visionary lens into exploring how online learning influences peer support, role modeling, performance accomplishments, and positive emotional expressions through sharing of personal and professional practice experiences | |||
| Learning Objective #2: Explore how students who are in a clinical practicum course experience online education as a teaching-learning method |
Objective: This presentation consists of the qualitative portion of a larger study where researchers examined how computer conferencing (CC) influenced baccalaureate nursing (BScN) students’ self-efficacy (SE) for professional nursing competencies (PNC) and computer-mediated learning (CML) during a final clinical practicum. In particular, the current presentation explores the relationships between nursing students’ online contributions and Bandura’s theoretical propositions.
Sample / Setting: The purposeful sample included 12 direct-entry, 4th year BScN students from a Southwestern Ontario University who participated in CML for 3 months during their final practicum course with clinical placements throughout the province. The online setting involved using WebCT as a discussion platform for sharing and reflecting on professional practice and personal experiences.
Design / Methods: This qualitative design incorporated the method of content analysis, from the perspective of sensitizing concepts, as a means of illuminating themes in students’ text based online contributions. The sensitizing concepts were drawn from Bandura’s social cognitive theory of self-efficacy.
Concepts Studied: Role modeling, peer support, CML performance accomplishments, and positive emotional expressions (emanating from Bandura’s theoretical propositions).
Findings: The concepts from Bandura’s theory appeared to be interwoven throughout students’ online contributions. The findings provide insight into the meaningfulness of both reflection and connection, which knit together simultaneously within the dialogue of the online setting. Rich qualitative online excerpts will be shared at the conference.
Implications / Conclusions: Educators may acquire relevant information into how participation in CC may contribute to students’ beliefs in their capabilities to integrate concepts, which may support growth in professional socialization as soon-to-be graduated nurses. Further, educators may consider how strengths associated with CML add to students’ sense of learning community. Insights gained may assist curriculum development processes when considering CML strategies to support clinical courses.
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Sigma Theta Tau International