Teacher Perspectives on Podcast Integration in Nursing Education: Focus Group Qualitative Data
Description
While educational podcasts have emerged as a promising tool for flexible learning, their strategic integration into higher nursing education remains insufficiently explored from the educators' perspective. Study Aim: This study aimed to understand the perspectives of nursing faculty regarding the pedagogical potential, challenges, key success factors, and strategies for the integration, innovation, and curricular scalability of podcasts in nursing education. It was hypothesized that nursing educators perceive podcasts not merely as passive content-delivery tools, but as multidimensional vectors capable of bridging the theory-practice gap and providing essential socio-emotional support during student transition to clinical practice. 2. Data Collection & Dataset Overview The dataset deposited in this repository originates from a qualitative exploratory study guided by the Consolidated Criteria for Reporting Qualitative Research (COREQ) guidelines and Krueger & Casey’s focus group methodology. Data Collection Method: online Focus Group session conducted via Microsoft Teams® Participant Profile: A purposive sample of nine (N=9) nursing faculty members from a Higher Health School in Lisbon, Portugal. Participants represented diverse academic specialties (Mental Health, Medical-Surgical, Maternal/Obstetric, Rehabilitation, Pediatrics, Community Health, and Nursing Management), varying employment statuses (permanent vs. adjunct), and teaching experience ranging from 5 to 24 years. Primary Data Files: Focus Group Interview Script: Structured into three core thematic axes: (a) content selection for the undergraduate curriculum, (b) interdisciplinary articulation in production, and (c) operationalization and dissemination strategies. Anonymized Text Corpus: verbatim transcripts, fully anonymized using alphanumeric coding (D1 to D9). Content analysis using Bardin’s framework yielded three major categories, divided into subcategories and specific thematic. • How to Interpret the Data: The data should be interpreted through the lens of transferability rather than statistical generalization. The dataset demonstrates how faculty view audio technology not as a replacement for classroom instruction, but as an expansion of the educational ecosystem that addresses both cognitive mastery and emotional resilience. How Others Can Use This Dataset: Educational Researchers: Can utilize the codebook and qualitative quotes for secondary comparative analysis or cross-institutional syntheses regarding ed-tech adoption in health sciences. Curriculum Designers & Nurse Educators: Can replicate or adapt the semi-structured focus group script and thematic matrix to guide the implementation, quality assurance, and technical workflows of educational podcasts in their own institutions.
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Methodological Framework & Guidelines • Study Design: Qualitative, exploratory, and descriptive study. • Reporting Standard: Conducted and reported in compliance with the COREQ (Consolidated Criteria for Reporting Qualitative Research) 32-item checklist. • Methodological Reference: Focus group design and moderation followed the framework defined by Krueger & Casey . • Sampling Strategy: Purposive sampling (amostragem intencional) aimed at maximizing variation in pedagogical perspectives. • Inclusion Criteria: Active teaching status in the Undergraduate Degree in Nursing (Licenciatura em Enfermagem); Minimum of 3 years of higher education teaching experience in nursing (ensuring pedagogical maturity and curricular vision); Diversity in employment relationship (permanent/tenured vs. adjunct faculty); Diversity in scientific sub-fields (Mental Health, Medical-Surgical, Maternal Health & Obstetrics, Rehabilitation, Pediatrics, Community Health, and Nursing Management); Voluntary consent confirmed via signed Informed Consent Form . . Sample Size: Nine faculty members (N=9). Instrument: A semi-structured Focus Group Guide (Guião de Entrevista) developed specifically for this phase of the mixed-methods project. It covers three main thematic axes: Axis 1: Content selection and prioritization for undergraduate nursing students. Axis 2: Interdisciplinary articulation across curricular areas. Axis 3: Production standards, dissemination channels, and operational feasibility. Collection Setting & Medium: Synchronous online session via Microsoft Teams® (version 24.x). Session Duration: 128 minutes (single session held in April 2025). Moderation: Led by the principal investigator (who maintained a prior professional relationship with participants due to a shared institutional context). 4. Data Processing & Software Tools Audio/Video Recording: High-definition digital recording generated directly through Microsoft Teams® cloud recording functionality. Transcription Software & Protocol: Audio was transcribed verbatim (transcrição ipsis verbis) using Microsoft Teams® Automatic Transcription combined with manual audit and correction by the primary researcher. Non-verbal cues relevant to consensus/disagreement were documented in post-session field notes. Anonymization Protocol: Direct identifiers (names, specific department acronyms, institution names) were removed. Participant speech was coded sequentially (D1 through D9) based on the order of entry into the focus group discussion. 5. Analytical Workflow (Data Analysis) Framework: Qualitative Content Analysis following Laurence Bardin’s framework (Pre-analysis, Exploration of Material, Treatment of Results / Inferential Interpretation). Unit of Analysis: Register Units (RU) defined as specific phrases or semantic blocks expressing a single coherent idea related to the study objectives. Coding Structure: Open Coding: Initial identification of thematic nodes and categorization.
Institutions
- Escola Superior de Enfermagem de LisboaLisbon, Lisbon