What do nursing students say about learning resources?
Students report that core learning resources help when access is dependable and communications are timely. Across the National Student Survey (NSS) analysis for learning resources, tone is positive overall (index +33.6) but an accessibility gap of −7.4 index points persists between disabled and non-disabled students. In nursing, placements take a larger share of attention (≈17.0% of comments); communication about the course is highly negative at −46.3, while the Library is markedly positive at +68.3. The category synthesises sector-wide judgements on access, quality and usefulness of materials, and the CAH framework groups subjects so nursing can be compared consistently across providers; these sector lenses shape the priorities and recommendations in this case study.
Starting from the rapid digital transitions during COVID-19, we analyse how resources support or hinder nursing students’ learning. Drawing on student voice, we consider where digital tools add value and where traditional resources, including simulation spaces, remain essential. The aim is to surface actionable strengths and limitations so providers can improve resource provision for current cohorts.
How does flexible access shape nursing students’ learning?
Students value flexible access that lets them manage materials alongside demanding personal schedules and shift work. This autonomy reduces stress and deepens engagement with module content. Staff respond by building flexible strategies into programme design and by providing diverse platforms so students can reach resources when they need them. Patterns of use often mirror part-time and mature learners, so extending service hours and consolidating signposting helps the wider cohort too.
Why do library and online services matter most for this cohort?
Library services and online platforms underpin effective study. Quiet, purpose-designed study spaces complement digital databases, e-journals and reading lists that students can access off campus. In nursing, the library stands out in student comments as a confidence-building asset, so providers should actively signpost it, simplify off-campus access steps, and publish quick-start guides at the start of each module. Consistent navigation across core systems further reduces friction.
Where do simulation and skills sessions add most value?
Simulation centres translate theory into practice, building confidence and clinical decision-making in a controlled environment. High-fidelity scenarios and opportunities for immediate feedback help students internalise procedural standards and prepare for placement settings. Institutions that timetable regular, structured skills sessions demonstrate commitment to job-ready preparation and reduce anxiety before practice exposure.
What should lecturers prioritise when delivering resources?
Lecturers set expectations and make resources usable. Students benefit when staff provide accessible, well-organised materials, with precise guidance on where to find them and how they relate to the assessment brief and marking criteria. Clarity matters: annotated exemplars, signposted readings and realistic turnaround commitments help students understand what good looks like and how feedback links to improvement. Listening to cohort feedback and iterating materials each block keeps delivery aligned with need.
What made the move online most difficult?
Students faced variable platform design, inconsistent resource locations, and connectivity or device constraints. For practice-heavy modules, digital substitutes seldom replicated hands-on learning, even where virtual simulations helped. Friction grew when programme communications and timetabling changed at short notice or were fragmented across channels. Nursing comments show that poor coordination amplifies stress during placement periods and assessment peaks.
Where should universities act next?
- Close the accessibility gap: audit core systems, reading lists, equipment booking and study spaces against accessibility standards; provide alternative formats by default and make assistive routes explicit at the point of need.
- Transfer what works for flexible users to everyone: extend access windows and maintain a single, prominent location for links to core platforms and resources; promote quick-start guides at programme and module starts.
- Treat placements as a designed service: confirm capacity early, make changes visible and timely, and set simple, reliable feedback expectations while on placement.
- Tighten operational rhythm: name owners for timetabling and programme communications, and publish short weekly updates on what changed and why to reduce noise and build trust.
- Run “resource readiness” checks before each term: verify availability and compatibility of simulation spaces, specialist software and equipment, and close the loop with students on fixes.
What actions have the greatest impact now?
Prioritise accessibility and predictability. Consolidate resource signposting, standardise course communications, and schedule regular, structured skills sessions alongside well-supported library use. These steps align with sector evidence that students respond well to dependable access and assessment clarity, while nursing cohorts need placement-ready support and steady operational delivery.
How Student Voice Analytics helps you
- See topic volume and sentiment over time for learning resources and nursing, from institution to school, programme and cohort.
- Compare like-for-like across subject groupings and demographics, including mode and age, to target gaps such as accessibility and off-campus access.
- Export concise, anonymised summaries for programme and service teams, with representative comments and practical next steps.
- Track interventions against sentiment shifts so academic leaders, library teams and placement leads can evidence progress to internal and external audiences.
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- Versioned outputs with TEF-ready governance packs.
- Benchmarks and BI-ready exports for boards and Senate.
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