Kristin Akerjordet

Aim To report a methodological, co‐creative approach for developing an interactive digital educational resource to enhance the quality of student nurses' clinical education in nursing homes and to elucidate the lessons learned from this approach. Design This study applied a co‐design methodology that builds on participatory design principles. Methods Co‐creating the digital educational resource included multiple sequential and interactive phases inspired by the design thinking framework. Workshops were employed as the primary co‐creative activity. Results Seven separate homogenous or joint heterogeneous workshops were conducted with student nurses, nurse educators, registered nurse mentors and e‐learning designers ( n = 36) during the active stakeholder engagement phases to inform the educational content, design and functionality of the digital educational resource. These were informed by, and grounded in, learning theory and principles. Conclusion Co‐creative approaches in nursing education are an essential avenue for further research. We still lack systematic knowledge about the impact and benefits of co‐created initiatives, stakeholders' motivations, barriers, facilitators to participation and the role of context in supporting effective co‐creative processes to increase the quality of nursing education. Impact This paper demonstrates how digital educational initiatives to enhance quality in clinical nursing education can be co‐created with key stakeholders through a novel methodological approach inspired by design thinking. To date, the methodological development process of co‐created educational interventions has received limited attention and compared with the content and theoretical underpinnings of such interventions, has rarely been addressed. Therefore, this paper facilitates knowledge exchange and documents vital aspects to consider when co‐creating digital educational initiatives incorporating multistakeholder perspectives. This promotes a stronger academic–practice partnership to impact and enhance the quality of clinical nursing education in nursing homes. Public Contributions Student nurses, nurse educators, and registered nurse mentors worked alongside researchers and e‐learning designers in the co‐creative process.

Aims To explore and describe nurse educators' suggestions regarding a digital educational resource addressing quality in placement studies for first‐year student nurses in nursing homes. Design A qualitative, explorative, and descriptive research design. Methods Focus group interviews with eight nurse educators and individual interviews with six nurse educators. The interviews were audio‐recorded and transcribed verbatim; subsequently, data were analysed in lines with content analysis as described by Graneheim and Lundman. Results The analysis revealed three main categories: ‘Suggestions for a digital educational resource to strengthen and support nurse educators’ role in follow‐up students', ‘Suggestions for a digital educational resource to complement and support interaction between stakeholders in placement’, and ‘Suggestions for a digital educational resource to facilitate student nurses' learning processes’. The categories were captured by the overarching theme, ‘A digital educational resource facilitating interaction between stakeholders and students' learning processes. Conclusion This study revealed nurse educators' suggestions regarding design elements, content, and use of a digital educational resource addressing placement studies for first‐year student nurses' in nursing homes. Implications for the profession and/or patient care: Nurse educators should be involved in designing, developing, and implementing digital educational resources aiming to support student learning in nursing education placement studies. Impact This study explored nurse educators' suggestions for a digital educational resource. They suggested a digital educational resource to strengthen and support their role, support interaction between stakeholders, and facilitate student nurses' learning processes. Further, they suggested a digital educational resource to be used as a supplement rather than as a replacement for nurse educators' physical presence in placements. Reporting method The Consolidated Criteria for Reporting Qualitative Research reporting guidelines were used. No Patient or Public Contribution.