Page 287 - International Perspectives on Effective Teaching and Learning in Digital Education

Exploring Student Perspectives on E-Learning in Nursing Education

Self-regulation tools, such as mentoring programs and digital progress-track-
ing, may offer valuable support in this regard.
While this study provides valuable insights, there are limitations to con-
sider. First, the generalizability of these findings is inherently limited due to
the single-institution sample size. Qualitative research, by design, does not
aim for statistical generalisability, yet transferability is possible through rich,
descriptive analysis (Polit & Beck, 17). Future studies should include par-
ticipants from various institutions and cultural backgrounds, allowing for
greater transferability and broader applicability. Moreover, sample diver-
sity within this study focused solely on nursing students, potentially limit-
ing applicability across other healthcare disciplines. Future research should
consider expanding to include multiple healthcare fields, which could reveal
discipline-specific differences in e-learning engagement. Methodologically,
future studies could employ mixed methods to provide a comprehensive
view of e-learning’s impacts, blending quantitative and qualitative data for
richer insights (Flick, 18). A longitudinal design could further explore how
students‘ e-learning experiences and engagement evolve over time, provid-
ing a dynamic understanding of adaptation to digital platforms.
In conclusion, while e-learning provides flexible, accessible opportunities
for nursing students, challenges in engagement, infrastructure, and skill de-
velopment highlight areas for improvement. Adaptive, blended models with
robust support structures will be essential to ensure e-learning can fully sup-
port the development of competent healthcare professionals.

References
Abuzaid, M. M., Elshami, W., Hamd, Z. Y., Almohammed, H., & Alorainy, A. (4).
Evolving radiology continuing medical education: Tapping into the pow-
er of online learning. Radiography, 30(5), 1434–1441.
Berestova, A., Anisimova, T., Morugina, O., Lobuteva, L., & Lobuteva, A. ().
Constructivist pedagogy in e-learning: Solving problems of interaction
with a student. World Journal on Educational Technology: Current Issues,
14(5), 1343–1356.
Braun, V., & Clarke, V. (6). Using thematic analysis in psychology. Qualitative
Research in Psychology, 3(), 77–11.
Choi, S., & Kim, B. (4). Impact of distance learning in nursing education
amidst the COVID-19 pandemic: A systematic review and meta-analysis.
Teaching and Learning in Nursing, 19(4), e585–e61.
Chow, A. S., & Croxton, R. A. (17). Designing a responsive e-learning infrastruc-
ture: Systemic change in higher education. American Journal of Distance
Education, 31(1), –4.

87