Digital workshops for qualitative analysis: Nursing students' learning experiences – A case study

BACKGROUND: In their final semester, nursing students write a bachelor's thesis, aiming to master academic writing and data analysis. Although supervision has been well researched, little evidence is available on how nursing students experience learning qualitative analysis by participating in digital workshops. OBJECTIVE: To explore and describe the experiences of nursing students as they learn qualitative analysis in a digital workshop setting. METHODS: This study employed a case study design. Data were collected through surveys and field notes and analyzed using thematic analysis based on Braun and Clarke's methodology. PARTICIPANTS AND SETTING: The study involved 53 bachelor's students and took place at a mid-sized Norwegian university between 2021 and 2023. RESULTS: Based on the students' experiences with preparation, content, and the learning environment, the results of the current study reveal aspects of their 'learning path.' The students' own preparations and efforts facilitated the acquisition and sharing of knowledge, which in turn motivated progress in both their own and their peers' writing processes. The students' 'learning path' is characterized by a starting point, progression, learning process, and motivation. CONCLUSIONS: This study highlights how digital group supervision supports bachelor's degree students' learning of qualitative analysis, emphasizing the importance of preparation, peer collaboration, and supervisor guidance. Structured, flexible digital workshops are found to enhance analytical skills and confidence, underscoring the importance of integrating research methodology into nursing education.