Teacher Perspectives on Podcast Integration in Nursing Education: Focus Group Qualitative Data

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.