ArticleJMIR nursing2024
Exploring Student Perspectives and Experiences of Online Opportunities for Virtual Care Skills Development: Sequential Explanatory Mixed Methods Study.
Article in JMIR nursing, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
4 citing papers in PubMed.
- Virtual patients and learning communication skills at "double speed": a qualitative study using the TPACK framework.Advances in simulation (London, England) · 2026Article
- Shaping the Future of Digital Health Education in Canada: Prioritizing Competencies for Health Care Professionals Using the Quintuple Aim.JMIR medical education · 2025Article
- Supporting Web-Based Teaching and Learning of Virtual Care Skills and Competencies: Development of an Evidence-Informed Framework.JMIR nursing · 2025Article
- 2024: A Year of Nursing Informatics Research in Review.JMIR nursing · 2025Article
Corrections and comments
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundCaring profession students require skills and competencies to proficiently use information technologies for providing high-quality and effective care. However, there is a gap in exploring the perceptions and experiences of students in developing virtual care skills within online environments.
objectiveThis study aims to better understand caring professional students' online learning experiences with developing virtual care skills and competencies.
methodsA sequential explanatory mixed methods approach, integrating both a cross-sectional survey and individual interviews, was used to better understand caring professional students' online learning experiences with developing virtual care skills and competencies.
resultsA total of 93 survey and 9 interview participants were drawn from various faculties, including students from education, nursing, medicine, and allied health. These participants identified the barriers, facilitators, principles, and skills related to learning about and delivering virtual care, including teaching methods and educational technologies.
conclusionsThis study contributes to the growing body of educational research on virtual care skills by offering student insights and suggestions for improved teaching and learning strategies in caring professions' programs.
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Registered trials
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