Nursing Student's Satisfaction With Virtual Learning During COVID-19 Pandemic in India
Ontology highlight
ABSTRACT: Introduction
The COVID-19 pandemic significantly impacted the world in 2020. Every country
SUBMITTER: Kanagaraj P
PROVIDER: S-EPMC9806365 | biostudies-literature | 2022 Jan
REPOSITORIES: biostudies-literature
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Project description:Background: Based on the control-value theory (CVT), learning strategies and academic emotions are closely related to learning achievement, and have been considered as important factors influencing student's learning satisfaction and learning performance in the online learning context. However, only a few studies have focused on the influence of learning strategies on academic emotions and the interaction of learning strategies with behavioral engagement and social interaction on learning satisfaction. Methods: The participants were 363 pre-service teachers in China, and we used structural equation modeling (SEM) to analyze the mediating and moderating effects of the data. Results: The main findings of the current study showed that learning strategies influence students' online learning satisfaction through academic emotions. The interaction between learning strategies and behavioral engagement was also an important factor influencing online learning satisfaction. Conclusions: We explored the internal mechanism and boundary conditions of how learning strategies influenced learning satisfaction to provide intellectual guarantee and theoretical support for the online teaching design and online learning platform. This study provides theoretical contributions to the CVT and practical value for massive open online courses (MOOCs), flipped classrooms and blended learning in the future.
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Project description:ObjectivesThe coronavirus disease 2019 (COVID-19) pandemic disrupted classroom-based learning, necessitating the adoption of online learning in most universities. However, there has been a lack of information on university students' perspectives regarding online learning during the COVID-19 pandemic. This study assessed the perspectives, satisfaction and experiences with online and classroom learning among human health students at the University of Zambia.MethodsThis cross-sectional study was conducted among 737 students at the University of Zambia from October 2022 to April 2023. Data were analysed using Stata version 16.1.ResultsOf the 737 participants, 51.6% were female and 56.5% agreed that blended learning should continue even after the COVID-19 pandemic. However, 78.4% of the students believed that group discussions were more suitable in the classroom than online learning. Most students (67.1%) disagreed that they preferred online learning to classroom learning. Furthermore, 77.6% of the students disagreed that online learning gave more satisfaction than classroom learning.ConclusionsThis study found that most students recommended the continuation of blended learning after the pandemic. However, they believed that follow-up tutorials and assessments were better undertaken in physical classrooms than online learning. These findings are important in sensitising stakeholders in the education sector and governments to consider blended learning as a teaching strategy in the future. There is a need to develop and implement curricula that offer blended learning to students as well as ensure the students have the necessary facilities and equipment to support such learning.
| S-EPMC10749517 | biostudies-literature
Project description:BackgroundCOVID-19 pandemic has necessitated mandatory e-learning in medical and nursing education. How far are developing countries like India (with wide socioeconomic and cultural diversity) geared up for this challenge remains unexplored. At this critical juncture, we aim to evaluate if online teaching methods are as feasible, acceptable, and effective as in-class teaching for medical/nursing students.ObjectivesThe questionnaire captured: (1) practicability/feasibility of online classes, (2) health issues from online classes, (3) current methods for e-teaching, and (4) student attitudes and preferences.DesignCross-sectional survey.SettingsPopulation-based study in India.ParticipantsNursing and medical undergraduate students (I-IV year).MethodologyThe online questionnaire was distributed to 200 medical and nursing colleges across India. Categorical variables were analyzed using chi-square tests. Binary logistic regression was done to analyze factors predicting health issues in students. p < 0.05 was considered significant.ResultsOverall, 1541 medical and 684 nursing students completed the survey from 156 cities. The availability of laptop (p < 0.0001), Wi-Fi (p < 0.0001), dedicated room (p < 0.0001), and computer proficiency was more in students of affluent families and those from cities (p < 0.0001). Class duration >4 h/day (p < 0.0001), each class >40 min (p < 0.009) and pre-existing health issues (p < 0.0001) predicted the occurrence headache, eyestrain, anxiety, neck/back pain, and sleep disturbance. Power-point presentation was the most widely (80%) used method of teaching. Only 30% got adequate time to interact with teachers. Only 20.4% felt e-learning can replace conventional teaching. Students preferred: 3-6 classes/day, each class <40 min, 10-20 min break between classes and interactive sessions.ConclusionThere is a need to improve information and communication infrastructure to enhance feasibility of e-learning for nursing/medical students in India. There should be guidelines (number of classes/day, length of each class, break between classes, curriculum, etc) to improve the retention capacity in students and reduce health issues. Continuous feedback from teachers and students will be required to make e-learning effective.
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Project description:A dataset was constructed to examine Vietnamese student's learning habits during the time schools were suspended due to the novel coronavirus - SARS-CoV-2 (COVID-19), in response to a call for interdisciplinary research on the potential effects of the coronavirus pandemic (Elsevier, 2020). The questionnaires were spread over a network of educational communities on Facebook from February 7 to February 28, 2020. Using the snowball sampling method, researchers delivered the survey to teachers and parents to provide formal consent before they forwarded it to their students and children. In order to measure the influence of students’ socioeconomic status and occupational aspirations on their learning habits during school closures, the survey included three major groups of questions: (1) Individual demographics, including family socioeconomic status, school type, and occupational aspirations; (2) Student's learning habits, including hours of learning before and during the period of school suspension, with and without other people's support; and (3) Students’ perceptions of their self-learning during the school closures. There was a total of 920 clicks on the survey link, but only 460 responses accompanied by consent forms were received. Non-credible answers (e.g., year of birth after 2009, more than 20 hours of learning per day) were eliminated. The final dataset included 420 valid observations.
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Project description:A dataset was constructed to examine Vietnamese student's learning habits during the time schools were suspended due to the novel coronavirus - SARS-CoV-2 (COVID-19), in response to a call for interdisciplinary research on the potential effects of the coronavirus pandemic (Elsevier, 2020). The questionnaires were spread over a network of educational communities on Facebook from February 7 to February 28, 2020. Using the snowball sampling method, researchers delivered the survey to teachers and parents to provide formal consent before they forwarded it to their students and children. In order to measure the influence of students' socioeconomic status and occupational aspirations on their learning habits during school closures, the survey included three major groups of questions: (1) Individual demographics, including family socioeconomic status, school type, and occupational aspirations; (2) Student's learning habits, including hours of learning before and during the period of school suspension, with and without other people's support; and (3) Students' perceptions of their self-learning during the school closures. There was a total of 920 clicks on the survey link, but only 460 responses accompanied by consent forms were received. Non-credible answers (e.g., year of birth after 2009, more than 20 hours of learning per day) were eliminated. The final dataset included 420 valid observations.
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Project description:Background: Halfway through the 2019−2020 academic year, the entire university system was affected by an exceptional situation caused by the COVID-19 pandemic. Online learning was globally implemented for all degrees to finish the course and to meet academic objectives. This unforeseen change in teaching and subsequent evaluations meant teachers and students had to invest significant effort. Student satisfaction is used to measure the evaluation of teaching/learning processes in higher education. Our objective was to know and compare the satisfaction of nursing students taught at a Spanish public university after making changes to the teaching methodology. Methods: A descriptive observational study that measures student satisfaction. Study population: 240 students registered in academic years 2019−2020 and 2020−2021 answered the survey. The survey contained 30 items answered on a Likert-type scale. The main variables: the learning methodology (online or blended) was the independent variable; student satisfaction was the dependent variable. Descriptive and bivariate analyses were performed. Results: A response rate between 37.4% and 41.2%. Overall satisfaction was 2.75 points (SD 0.56) and 2.94 points (SD 0.49) with online learning and bimodal learning, respectively (maximum score 4 points) (p < 0.004). Conclusions: Student satisfaction was moderate−high for both learning methodologies. Students found that the b-learning methodology was the most valued.
| S-EPMC9032741 | biostudies-literature
Project description:Formal education is crucial for the development of nurses' professional identity and can play a decisive role in attracting students to the nursing profession. This is even more important during a public health emergency such as the COVID-19 pandemic. This study aimed to investigate nursing students' attitudes and feelings toward their future profession and academic studies during the first COVID-19 lockdown. A cross-sectional, descriptive study was conducted on 361 nursing students. The data were collected through the Students' attitudes toward the nursing profession during the COVID-19 outbreak scale, and the Satisfaction with online learning scale. Nursing students expressed higher levels of commitment and dedication to their profession compared to perceived job security. They were generally satisfied with their distance learning experience in terms of accessibility of study materials, adaptation of lectures and quality of communication with academic staff. However, students perceived the ICT-supported distance learning as moderately effective. Students' satisfaction with online learning was positively related to their perceived professional commitment. In times of health crisis, faculties should consider students' perceived quality of nursing education and attitudes toward future profession to promote appropriate professional identity.
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Project description:Rationale and objectivesCOVID-19 has disrupted radiology education and forced a transition from traditional in-person learning to a virtual platform. As a result of hospital and state mandates, our radiology residency program quickly transitioned to a virtual learning platform to continue dissemination of knowledge, maintain resident engagement, and ensure professional development. The goal of this study is to assess the strengths and weaknesses of the virtual learning platform at our institution using resident ratings.Materials and methodsThis institutional IRB-exempt study involved a survey of 17 questions which was electronically distributed to 45 radiology residents using SurveyMonkey. Questions encompassed resident satisfaction with teaching and professional development, scheduling changes, and engagement with the virtual platform. Answers to most questions were submitted on a Likert scale.ResultsA total of 31 of 45 respondents completed the survey (response rate = 69%). Most residents were satisfied with the virtual platform with teaching activities identified as a strength and the incorporation of professional development as a weakness. The most frequent barriers to attending the virtual curriculum were technical difficulties (43%) and childcare (36%). Residents who reported experiencing barriers were less likely to adhere to the virtual curriculum (p = 0.004). Most respondents (81%) reported a desire to maintain elements of the virtual learning practice postpandemic.ConclusionThe majority of residents reported high satisfaction with virtual learning during the COVID-19 pandemic. Teaching activities are a curricular strength. Weaknesses identified include the incorporation of professional development and extrinsic barriers, such as technical difficulties and family obligations, which require further support for trainees.
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Project description:PurposeDistance learning describes any learning based on the use of new multimedia technologies and the internet to allow students to acquire new knowledge and skills at a distance. This study aimed to determine satisfaction levels with distance learning and associated factors among nursing and health technician students during the coronavirus disease 2019 pandemic in Morocco.MethodsAn descriptive study was conducted between April and June 2022 among nursing and health technician students using a self-administered instrument. The student satisfaction questionnaire consists of 24 questions categorized into 6 subscales: instructor, technology, course setup, interaction, outcomes, and overall satisfaction. It was based on a 5-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree). Univariate and multivariate logistic regression analyses were conducted to identify factors associated with student satisfaction during distance learning.ResultsA total of 330 students participated in this study, and 176 students (53.3%) were satisfied with the distance learning activities. A mean score higher than 2.8 out of 5 was obtained for all subscales. Multiple regression analysis showed that students’ year of study (adjusted odds ratio [aOR], 2.34; 95% confidence interval [CI], 1.28–4.27) and internet quality (aOR, 0.47; 95% CI, 0.29–0.77) were the significant factors associated with students’ satisfaction during distance learning.ConclusionThis study highlights the satisfaction level of students and factors that influenced it during distance learning. A thorough understanding of student satisfaction with digital environments will contribute to the successful implementation of distance learning devices in nursing.
| S-EPMC9773103 | biostudies-literature
Project description:ObjectiveTo compare the patient experience of a virtual otolaryngology clinic visit to an in-person visit, especially with its significantly increased implementation during the COVID-19 pandemic.MethodsPatient satisfaction (PS) metrics from the Clinician and Group Consumer Assessment of Healthcare Providers and Systems survey were queried from March 1, 2020 to May 1, 2020 for telehealth visits and January 1, 2020 to March 1, 2020 for in-person visits. Overlapping and comparable questions were analyzed using Mann-Whitney U test, Chi-square test for independence, and Student's t-test.ResultsThere were 1284 partial or complete PS surveys from in-person visits and 221 partial or complete virtual PS surveys. There were statistically significantly worse virtual visit evaluations of provider listening, conveyance of information, likelihood to recommend, and overall provider ratings compared to in-person visits.ConclusionTelehealth has become the new norm for most healthcare providers in the United States. This study demonstrates some of the initial shortcomings of telehealth in an otolaryngology practice and identifies challenges with interpersonal communication that may need to be addressed as telehealth becomes increasingly prevalent.Level of evidence3.
| S-EPMC8174012 | biostudies-literature