Four main themes were identified, content, context, educational activities, and evaluation. Nine identified organizer themes were as follows: Content objectives, flexibility, control and evaluation, technological capabilities, support system, teaching activities, learning activities, performance feedback, and evaluation methods. Finally, 23 basic themes codes were obtained as factors that should be embedded in the online nursing curriculum
no impact of background variables was observed. Students appreciated teachers’ participation in role play and immediate feedback was considered especially important for learning outcomes. The students perceived that their communication skills and knowledge had improved after completing the blended learning programme.
the analysis of the focus group interviews extracted three main dimensions: didactic aspects of digital teaching, study environment, and students’ own resources. Social interaction was an overall theme included in all three dimensions. Data from the questionnaire showed that a majority of students preferred campus-based education and experienced deterioration in all investigated dimensions after the pedagogical transition. However, approximately one-third of the students appeared to prefer distance learning using digital tools.
The results revealed that the undergraduate nursing students considered having online learning during the COVID-19 outbreak to be stressful (44.4%) and very stressful (47.2%). Moreover, the undergraduate nursing students had low satisfaction (37%) and moderate satisfaction (46.3%) having the online learning during the COVID-19 outbreak. The undergraduate nursing students’ academic performance were affected by the COVID-19 pandemic and resulted in poor (37%) to fair (50%) academic performance and were considerably (43.6%) and greatly (30.6%) affected by the pandemic. Online learning stress had a significant and inverse correlation with online learning satisfaction (p=.000) and academic performance (p=.012).
. The result draws four thematic insights from the experiences of the participants: Sudden Shift of Learning Design is a Tough Change, Gap in the Practical Component of Nursing Education, Flexible Learning is Taking Shape, and Staying Positive with Creative Outlets. The study recommends that nursing institutions and organizations should look into the limitation of resources among nursing students and come up with programs and strategies that would address the gap of skills and practical components in nursing education. Acknowledgment of these limitations should make the nursing schools and administrators come up with some alternatives in the delivery of education as the students adjust to the new learning design.
Students’ anticipations and how set they are in this new learning platform should be investigated. Nursing students had high proficiency with technology but more than one-fourth had an unstable Internet connection. Nursing students generally had high expectations of and readiness for online learning. Although high, expectations about social interactions in the online learning environment obtained the lowest mean score among the five subscales of the SEOLS. Readiness for online learning significantly differed based on family income status and Internet stability. Bivariate analysis indicated a significant positive correlation between students’ expectations and readiness for online learning. Students’ expectations may a play role in students’ readiness for online learning.
Results revealed that first-year student nurses seem to have good distance learning preparedness and academic coping during COVID 19 pandemic. Students with better internet connections seem to be more prepared and coped academically. While females come better prepared for distance learning, males seem to cope better in school. Those in the upper-income class depict better preparation in distance learning yet middle-income class students cope more. It highlights the importance of distance learning preparedness of a student to achieve a greater degree of academic coping. Hence, this study may be suggestive that institutions should conduct a distance learning preparedness program to assist incoming first-year nursing students in college adjustment in distance learning classes.
The results indicated that the type of blended learning in use predicted 40.4% of student learning outcomes. It also predicted 71.9% of the effective learning behaviors of students in learning management systems.
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