An Interpretative Phenomenological Analysis of the Experience of Nursing and Midwifery Students and Lecturers with Teaching and Learning in Digital Spaces

Introduction While a significant body of knowledge has explored teaching and learning in digital spaces, limited attention has been given to the unique experiences of nursing and midwifery students and lecturers. Unlike other disciplines, nursing and midwifery education integrates substantial practical components alongside theoretical content that equally require hands-on demonstration. This underscores the unique demand and challenges associated with delivering nursing and midwifery education in digital spaces. Hence, this study explored the lived experiences of nursing and midwifery students and lecturers in digital learning spaces. Methods This research methodology employed Interpretative Phenomenological Analysis as a design and conceptual framework for understanding the lived experiences of nursing and midwifery students and lecturers about teaching and learning in digital spaces. Data collection involved semi-structured, in-depth interviews with ten lecturers and ten students. Similarly, one focus group discussion was conducted with each of the participant groups, encompassing five students and lecturers. This is to gain a deep understanding of participants’ lived experiences. Ethical approval was obtained for both the pilot and main study from the BCU ethical committee. Participants were nursing and midwifery students and lecturers at Birmingham City University, UK, recruited between July 2023 and February 2024. Results The lived experiences of individual participants revealed intricate situations encumbering nursing and midwifery lecturers and students, including adapting to digital spaces and adapting nursing and midwifery curricula to digital spaces. Their experiences also reflected diverse perceptions, preferences, and advantages of digital learning spaces, which determined their overall satisfaction and perceived effectiveness. Comparing the two participant groups enabled the identification of convergences and divergences, offering insights into possible strategies to improve outcomes. Some themes distinct to the lecturers include the increased workload associated with digital teaching and the fear of redundancy within the university. For students, it is the selective engagement with learning content and the confusion around the use of the terms ‘hybrid’ and ‘blended’ learning modalities. The shared experience of both groups revolves around three overarching themes, including challenges, opportunities and sentiments, which are critical areas of consideration to improve digital pedagogy and the overall teaching and learning experience. Conclusion This study acknowledges that while the challenge of adapting to digital spaces will diminish over time due to the higher chance of developing digital competence over the years, the complexities of adapting nursing and midwifery courses to digital spaces will likely persist. Instead of viewing digital learning spaces as a necessary substitute, it should be seen as an educational approach distinct from the classroom method, requiring its own pedagogical approach and conceptual framing.