La didattica aumentata digitalmente: studio qualitativo sulla percezione di infermieri e ostetriche del corso di Laurea magistrale durante la pandemia SARS-CoV-2 in Italia

The SARS-CoV-2 pandemic has necessitated a rapid transition to digitally augmented education, generating a phenomenon that is unprecedented in the history ofuniversity education of healthcare professionals. The purpose of this study is to understand theeffects of online teaching on the learning of students of the Master's Degree, to collect thesignificant elements of their experience and stimulate reflection on teaching practices.OBJECTIVE. To describe perceptions and experiences of nurses and midwives in the Master's degree on digitally augmented learning during the SARS-CoV-2 pandemic.Method. A descriptive qualitative study was performed on a proactive sample of 34 nursepractitioners, pediatric nurses and midwives. The data was collected in January-February 2021through an online form, built ad hoc. The answers were analyzed with deductive content analysis.RESULTS. 4 main categories emerge from the analysis of the texts: educational impact, timemanagement, disadvantages of online teaching, distance learning-teaching. The results partlyconfirm what is reported in the literature about virtual learning, with better time managementand the usefulness of video recordings. However, learning is strongly conditioned by thedifficulties of interaction and communication between the students and between the teachers andthe students.CONCLUSION. The digitally augmented learning allowed the continuation of the training courseof health professionals engaged during the SARS-CoV-2 emergency. However, distance learningif used exclusively for a long time is a limited tool as it modifies the didactic processes preventingthe development of meaningful relationships, dialogue and e