Abstract:

Background:
Nursing students report several challenges in learning practical nursing skills. One emphasized issue is the time constraints in clinical practice settings and the need for effective supervision and support during both simulation training and clinical placements. Self-directed learning (SDL) refers to a process in which students take the initiative to identify their own learning needs, set learning goals, find resources, implement strategies, and evaluate their progress. By engaging in SDL, nursing students can adapt to evolving healthcare demands and ultimately improve patient outcomes. Applying SDL on remote skills training significantly enhances the quality of patient care provided by nursing students. However, implementing SDL on remote skills training is a complex and challenging process. The challenges stem from technological, instructional, and personal factors that affect both students and teachers. Understanding these challenges is crucial for developing educational strategies to enhance self-directed learning. This study is part of a research project with the overall aim to explore self-directed learning with remote skills training. Initially there was a need to examine the feasibility of the study in several steps and therefore this sub-study was conducted. The focus was on course design changes, recruitment and applying the SDL web-based platform as well as students’ experiences from utilizing SDL. In the next step of the feasibility study these aspects will be examined during remote skills training.

Aim:
To explore the experiences of initiating and utilizing self-directed remote skills training: a multi-step feasibility study.

Method:
The course design was modified to support the main study to be carried out. In addition, the SDL web-based platform was used by nursing students to support peer assessment and reflection during their clinical skills training of urinary catheterization on campus in February 2025. Interested students received verbal and written information prior to taking part in the project and written informed consent was obtained. Participants were asked to respond to a questionnaire before and after the training session. The study specific questionnaire comprised nine questions with Lickert-scale response alternatives around level of competence and expectations/experiences of SDL and peer-learning and seven open-ended questions as well as questions around age, gender and prior education and clinical experience.

Result:
The course design changes implemented were effective, but the need for further adjustments before remote training was identified. Totally 25/65 (39%) students responded to the questionnaire before and after the training. Previous clinical experience and health care related education varied among the students. Most students (n=23) perceived that SDL supported the urinary catheter management well or very well. The open-ended questions indicated that students felt supported by using the SDL technology and the peer-learning methodology.

Conclusion:
The course design modifications were relevant but additional changes are needed to ease participation during remote training. Changes include how and when study related information is distributed to the students and recording of an educational movie around the clinical skill to be trained. The number of participants interested in taking part exceeded expectations, and the majority felt supported by using SDL during skills training.

Keywords:

Self-directed learning, skills training, remote education.