There is little research on teachers' perceptions of the use of Virtual Learning Environments (VLEs) in undergraduate nursing education. The aim of this study was to understand teachers' perceptions of the barriers and facilitators for the implementation of wiki- and blog-based VLEs as tools to improve collaborative learning. A qualitative action-research study in an intentional opinion-intensity sample of teachers on the Bachelor of Nursing degree course was used. The data were collected and analysed according to the SWOT approach, the constant comparison method, and the coding process. The analysis highlighted weaknesses (e.g., limited audio-visual communication and feedback, privacy concerns), threats (e.g., training, pre-planning, and time cost), strengths (e.g., being intuitive, friendly and accessible, creating shared knowledge) and opportunities (e.g., improving technological skills, teaching innovation, evaluation and peer learning) for the incorporation of VLEs to promote collaborative learning in nursing training. Although both our study and the existing literature on the subject show many advantages that encourage the implementation of VLEs in nursing training, the barriers described in this paper cannot be ignored in the context in which the university currently finds itself. These barriers and facilitators to implementing VLEs in nursing training will be of interest to educational authorities.

The authors have declared no competing interest.

This work was supported by the National Conference of Deans of Nursing, Spain.

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