Accepted for/Published in: JMIR Nursing
Date Submitted: Jul 19, 2024
Date Accepted: Nov 28, 2024
Date Submitted to PubMed: Nov 28, 2024
Warning: This is an author submission that is not peer-reviewed or edited. Preprints - unless they show as "accepted" - should not be relied on to guide clinical practice or health-related behavior and should not be reported in news media as established information.
Educators’ perceptions and experiences of online teaching to foster caring professions students’ development of virtual caring skills: A sequential explanatory mixed-methods study
ABSTRACT
Background:
Educators in caring professions are required to teach students the skills and competencies needed to provide high-quality and effective care. However, there is a gap in evidence exploring educators' perceptions and experiences of teaching caring professions students about virtual caring skills within online environments.
Objective:
to better understand caring professional educators' online teaching experiences to foster student development of virtual caring skills and competencies.
Methods:
We employed a sequential explanatory mixed-methods approach, that integrated a cross-sectional survey and individual interviews.
Results:
A total of 82 survey and 8 interview participants were drawn from educators from Education, Medicine, Nursing, and Social Work. These participants identified barriers (time constraints, underdeveloped curriculum, decreased student engagement and limited access to virtual caring equipment and technology), facilitators (clearly defined learning objectives, technology software and support, teaching support, stakeholder engagement, and flexibility), and principles of teaching virtual caring skills in online environments.
Conclusions:
This study contributes to the growing body of educational research on virtual caring skills by offering educator insights and suggestions for improved teaching and learning strategies in caring professions’ programs.
Citation
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Copyright
© The authors. All rights reserved. This is a privileged document currently under peer-review/community review (or an accepted/rejected manuscript). Authors have provided JMIR Publications with an exclusive license to publish this preprint on it's website for review and ahead-of-print citation purposes only. While the final peer-reviewed paper may be licensed under a cc-by license on publication, at this stage authors and publisher expressively prohibit redistribution of this draft paper other than for review purposes.