A Proposed Instructional Model Based On Digital Learning Ecosystem To Promote Critical Thinking And Problem-Solving Skills For Nursing Students

Abstract

This research was aimed to: 1) study the problems and needs of nursing students; and 2) develop a digital learning ecosystem model to enhance the students’ critical thinking and problem-solving skills. The sample, selected by simple random sampling, included 265 nursing students and 10 instructors. The research instruments included: 1) a survey of the students’ problems and needs, and 2) an interview form on teaching and learning conditions. Data were analyzed using mean, S.D., and Priority Needs Index (PNI) and content analysis.

Results revealed that: 1) The highest needs from the

students’ desired expectations were the environmental component   (X̅=4.36, SD 0.75, PNI _modified= 0.16) and the Instructor component (X̅=4.46, SD= 0.65, (PNI _modified= 0.10) 2) The teaching and learning management indicated that the environment and learning atmosphere were conducive to the students’ learning.  However, there were shortages of modern technology to promote learning and a lack of diverse teaching and learning activities; and 3) The Digital Learning Ecosystem developed using case studies and scaffolding techniques to promote the students’ critical thinking and problem-solving consisted of 6 elements: 1) learners, 2) facilitators,  3) scenarios,   4) scaffolding, 5) environment, and  6) evaluation.  This Digital Learning Ecosystem may contribute to the development of the nursing students’ critical thinking and problem-solving skills.