Digital technology is increasingly adopted in the design of pre-registration nursing curricula. E-learning offers a generation of ‘digital natives’ flexible and self-paced study (Cook et al. 2011). Further with a workforce shortage predicted for nursing in some countries e learning is also advantageous in accommodating large student cohorts in pre-registration courses.
Koch (2014) however emphasises in a recent literature review that knowledge on how to teach clinical skills in e-learning is scarce. An ‘e-pedagogy’ for nursing is not fully developed. Meanwhile a lack of ‘practice-readiness’ for newly qualified nurses is also reported (Missen et al. 2016a). In one survey experienced nurses identify ‘poorly executed’ skills in assessment procedures and clinical problem solving amongst their fledgling colleagues (Missen et al 2016b).
How do Nursing Schools therefore reconcile the need to adopt digital technology within curricula as well as suitably prepare student nurses for clinical practice? What are the teaching strategies and approaches required for a nursing ‘e-pedagogy’?
