Development of sustainable collaborative online international learning (coil) in nurse education: a qualitative study
Bente Kvilhaugsvik,
Eduardo Santos,
Alessandra Turin,
Claúdia Chaves,
Giacomo Patrizio,
Leif Steinar Alfsvåg,
Mauro Mota,
Petra Schumacher,
Stephanie Jonathan,
Torunn Kittelsen,
Carlo Alberto Camuccio
Affiliations
Bente Kvilhaugsvik
Western Norway University of Applied Sciences, Norway
Eduardo Santos
Health Sciences Research Unit: Nursing (UICISA: E), Nursing School of Coimbra (ESEnfC), Coimbra, Portugal
Alessandra Turin
Nursing School, Department of Medicine, University of Padua, Padua, Italy.
Claúdia Chaves
Polytechnic Institute of Viseu, School of Health, Viseu, Portugal | CI&DEI - Centre for Studies in Education and Innovation, Viseu, Portugal.
Giacomo Patrizio
Nursing School, Department of Medicine, University of Padua, Padua, Italy.
Leif Steinar Alfsvåg
Western Norway University of Applied Sciences, Norway.
Mauro Mota
Polytechnic Institute of Viseu, School of Health, Viseu, Portugal | Health Sciences Research Unit: Nursing (UICISA: E), Nursing School of Coimbra (ESEnfC), Coimbra, Portugal
Petra Schumacher
IMC University of Applied Sciences Krems, Department of Health Sciences, Institute of Nursing Science, Austria.
Stephanie Jonathan
Adventist Universitet Zurcher, Madagascar.
Torunn Kittelsen
Western Norway University of Applied Sciences, Norway.
Introduction: In “Collaborative Online International Learning” (COIL) teachers/facilitators and students are expected to develop international awareness through dialogue with international peers. COIL´s potential for the development of global perspectives on professional themes without traveling abroad is unique. Objective: To identify obstacles and success criteria experienced during the development of a COIL module in nurse education. Methods: A qualitative study was developed with participants of a COIL module. Interviews with 11 students and 8 facilitators were included. The content analysis was performed on the data as a whole. Results: Four common categories emerged across students´ and teachers´ perspectives: positive experience; experienced difficulties; skills developed; and COIL suggestions. Additionally, opportunities provided by COIL were specific for teachers, and strategies used for the difficulties experienced were specific for students. Conclusion: COIL should be carefully planned and regulated like all programming of curricular activities. Different curricula, time zones, and schedules across education programs in different countries must be considered.
