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Untangling threads: Rethinking online nursing discussion forums.

• Traditional discussion forums may limit engagement and authentic dialogue. • Student-led discussions promote engagement via peer-driven, flexible conversations. • Student-led discussions promote student autonomy, collaboration, and engagement. Student-led discussions offer an alternative model for...

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Published in:Teaching & Learning in Nursing Vol. 20; no. 4; pp. 333 - 338
Main Authors: Coriasco, Michael, Jones, Jeffrey R., Hawk, Heather
Format: research Journal Article
Published: Elsevier B.V. Oct2025
Online Access:View this record in EBSCOhost
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      jtl: Teaching & Learning in Nursing
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      dt: Oct2025
      vid: 20
      iid: 4
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      pub: Elsevier B.V.
      place: New York, New York
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        187941137
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        10.1016/j.teln.2025.04.018
        187941137
      ppf: 333
      ppct: 5
      formats:
      tig:
        atl: Untangling threads: Rethinking online nursing discussion forums.
      aug:
        au:
          Coriasco, Michael
          Jones, Jeffrey R.
          Hawk, Heather
        affil: Oregon Health & Science University School of Nursing, Portland, OR, USA
      sug:
        subj:
          Discussion
          Internet
          Student Attitudes Evaluation
          Online Education
          Education, Nursing
          Outcomes of Education
          Human
          Qualitative Studies
          Thematic Analysis
          Feedback
          Conversation
          Collaboration
          Learning Methods
          Peer Group
          Autonomy
          Student Satisfaction
      ab: • Traditional discussion forums may limit engagement and authentic dialogue. • Student-led discussions promote engagement via peer-driven, flexible conversations. • Student-led discussions promote student autonomy, collaboration, and engagement. Student-led discussions offer an alternative model for online asynchronous discussion forums, shifting facilitation from instructors to students and aligning with universal design for learning (UDL) principles. This study examines students' perceptions of student-led discussions in online nursing education and their effectiveness compared to traditional discussion forums. A qualitative study utilizing reflexive thematic analysis (RTA) to generate themes through analysis of anonymous student feedback about student-led discussions from 2 nursing courses. Four themes were generated: (1) Informal conversations foster authenticity, (2) Collaborative learning through peer interaction, (3) Diverse pathways to learning, and (4) Freedom to express and explore. Students valued the conversational nature of discussions, the opportunity for deeper peer engagement, and the flexibility to explore topics of interest. Findings suggest that student-led discussions enhance student engagement and align with UDL principles, promoting autonomy and meaningful learning experiences. Implementing this approach in nursing education may improve student satisfaction and engagement.
      pubtype: Academic Journal
      doctype:
        research
        Journal Article
      ougenre: Article
    language: English
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