ONLINE NURSING EDUCATION DURING COVID-19 PANDEMIC: LEVELS OF STRESS AND SATISFACTION ABOUT LEARNING IN LAST-YEAR STUDENTS
Öz
Introduction: It is important to evaluate the effects of the online education system on students, especially those studying applied sciences like nursing.
Objective: The objective of this study is to determine stress and satisfaction levels in last-year nursing students during their online education.
Method: The study has a quasi-experimental design with a single group, pre-test and post-test. The study sample included last-year nursing students. Data were collected before and after the online education. Data about sociodemographic features were expressed in numbers and percentages. Mean scores for the academic subscale of Nursing Education Stress Scale and for Student Satisfaction Scale and its subscales were evaluated with dependent groups t-test.
Results: 62.5% of the students did not have difficulty in Internet access, but 57.5% experienced difficulty in following online classes and fulfilling their assignments. No significant difference was found in terms of academic stress between face-to-face and online education. However, the mean scores for Student Satisfaction Scale and its subscales significantly differed between face-to-face and online education.
Conclusion: Students’ academic stress decreased during online education; however, their satisfaction levels dropped during online education. Education programs encouraging students to become more active learners should be developed and all students should be able to benefit from technological facilities equally. Randomized-controlled studies are needed to compare effectiveness of face-to-face and online education.
Anahtar Kelimeler
Covid-19 Nursing Education Online Education Academic Stress Student Satisfaction
Kaynakça
- 1. Spagnuolo G, De Vito D, Rengo S, Tatullo M. COVID-19 outbreak: An overview on dentistry. Int J Environ Res Public Health 2020; 17(6):2094.
- 2. Han Y, Yang H. The transmission and diagnosis of 2019 novel coronavirus infection disease (COVID-19): A Chinese perspective. J Med Virol. 2020; 92(6):639-644.
- 3. World Health Organization. WHO Director-General’s opening remarks at the media briefing on COVID-19-11 March 2020; 2020. Available From: https://www.who.int/director-general/speeches/detail/who-director-general-s-opening-remarks-at-the-media-briefing-on-covid-19---11-march-2020
- 4. de Tantillo L, Christopher R. Implementing the National Incident Management System at schools of nursing in response to COVID-19. J Prof Nurs. 2021; 37(2):255-260.
- 5. Pinheiro Bezerra, IM. State of the art of nursing education and the challenges to use remote technologies in the time of corona virus pandemic. Journal of Human Growth and Development 2020; 30(1):141-147.
- 6. Stott A, Mozer M. Connecting learners online: Challenges and issues for nurse education--Is there a way forward?. Nurse Educ Today 2016; 39:152-154.
- 7. Lu DF, Lin ZC, Li YJ. Effects of a Web-based course on nursing skills and knowledge learning. J Nurs Educ. 2009; 48(2):70-77.
- 8. Park M, Jeong M, Lee M, Cullen L. Web-based experiential learning strategies to enhance the evidence-based-practice competence of undergraduate nursing students [published online ahead of print, 2020 May 7]. Nurse Educ Today 2020; 91:104466. doi:10.1016/j.nedt.2020.104466
- 9. Chipas A, Cordrey D, Floyd D, Grubbs L, Miller S, Tyre B. Stress: perceptions, manifestations, and coping mechanisms of student registered nurse anesthetists. AANA J. 2012; 80(4 Suppl):S49-S55.
- 10. Faro, A. Stress and stressors in graduate school: study with master's and doctoral students in Brazil. Psicologia Teoriae Pesquisa 2013; 29(1): 51-60.
- 11. Egelioğlu Cetişli N, Er Güneri S, Mert H, Ünsal Avdal E, Tokem Y, Yıldırım Sarı H. Nursing students’ education stress and academic achievement: The impact of three different education methods. Yükseköğretim ve Bilim Dergisi 2019; 2:250-255.
- 12. Sheu S, Lin HS, Hwang SL. Perceived stress and physio-psycho-social status of nursing students during their initial period of clinical practice: The effect of coping behaviors. Int J Nurs Stud. 2002; 39(2):165-175.
- 13. Hodges A, Benetato B, Rose MA, Pories ML, Webb Corbett R. Struggling toward a new normal: nursing students' experiences during the COVID-19 pandemic. Nurse Educ. 2021; 46(4):202-203.
- 14. Baykal Ü, Sökmen S, Korkmaz Ş. Öğrenci memnuniyeti ölçeği geliştirme çalışması. [A study on developing student satisfaction scale]. Florence Nightingale Journal of Nursing 2002; 12(49):23-32.
- 15. Baykal Ü, Harmancı AK, Eşkin F, Altuntaş S, Sökmen S. Öğrenci Doyum Ölçeği-Kısa Form Geçerlik-Güvenirlik Çalışması. International Journal of Assessment Tools in Education 2011; 14(4), 60-68.
- 16. Rhead MM. Stress among student nurses: is it practical or academic? J Clin Nurs. 1995; 4(6):369-376.
- 17. Karaca A, Yıldırım N, Ankaralı H, Açıkgöz F, Akkuş D. Hemşirelik eğitimi stres ölçeğinin Türkçe’ye uyarlanması. Turkish Journal of Research & Development in Nursing. 2014; 16(2):29-40.
- 18. Savitsky B, Findling Y, Ereli A, Hendel T. Anxiety and coping strategies among nursing students during the covid-19 pandemic. Nurse Educ Pract. 2020; 46:102809.
- 19. Melville D, Allan C, Crampton J, Fothergill J, Godfrey A, Harloe M et al. Higher Education in a Web 2.0 World. Report of an independent Committee of Inquiry into the impact on higher education of students’ widespread use of Web 2.0 technologies; 2009. Available From: http://www.jisc.ac.uk/media/documents/publications/heweb20rptv1.pdf
- 20. Aasbrenn M, Raustøl A, Bingen HM. The internet and nurse education. Nurse Educ Pract. 2017; 26:A1-A3.
- 21. Meloni J. Technologies for teaching: Strategies and pitfalls. Education Digest: Essential Readings Condensed for Quick Review 2011; 76(8):23-27.
- 22. Shana Z. Learning with technology: Using discussion forums to augment a traditional-style class. Journal of Educational Technology & Society 2009; 12(3):214-228.
- 23. Ramos-Morcillo AJ, Leal-Costa C, Moral-García JE, Ruzafa-Martínez M. Experiences of nursing students during the abrupt change from face-to-face to e-learning education during the first month of confinement due to COVID-19 in Spain. Int J Environ Res Public Health 2020; 17(15):5519.
- 24. Lee Y, Choi J. A review of online course dropout research: Implications for practice and future research. Educational Technology Research and Development 2011; 59(5), 593-618.
- 25. Lovrić R, Farčić N, Mikšić Š, Včev A. Studying during the COVID-19 pandemic: A qualitative ınductive content analysis of nursing students’ perceptions and experiences. Education Sciences 2020; 10(7):188.
COVID 19 Salgınında Online Hemşirelik Eğitimi: Son Sınıf Öğrencilerinin Öğrenme İle İlgili Stres ve Memnuniyet Düzeyleri
Öz
Giriş: Online eğitim sisteminin özellikle hemşirelik gibi uygulamalı bilimlerde öğrenim gören öğrenciler üzerindeki etkilerinin değerlendirilmesi önemlidir.
Amaç: Bu çalışmanın amacı, son sınıf hemşirelik öğrencilerinin çevrimiçi eğitimleri sırasında yaşadıkları stres ve memnuniyet düzeylerini belirlemektir.
Yöntem: Araştırma tek gruplu, ön test ve son testli yarı deneysel desendedir. Araştırmanın örneklemini son sınıf hemşirelik öğrencileri oluşturmaktadır. Veriler, çevrimiçi eğitim öncesi ve sonrasında toplanmıştır. Sosyodemografik özelliklere ilişkin veriler sayı ve yüzde olarak ifade edilmiştir. Hemşirelik Eğitimi Stres Ölçeği akademik alt boyutu ile Öğrenci Memnuniyeti Ölçeği ve alt ölçek puan ortalamaları bağımlı gruplar t-testi ile değerlendirilmiştir.
Bulgular: Öğrencilerin %62.5'i internete erişimde zorluk yaşamazken, %57.5'i online dersleri takip etmede ve ödevlerini yapmada zorluk yaşamıştır. Yüz yüze ve çevrimiçi eğitim arasında akademik stres açısından anlamlı bir fark bulunmamıştır.
Ancak Öğrenci Memnuniyeti Ölçeği ve alt ölçek puan ortalamaları, yüz yüze ve çevrimiçi eğitim arasında anlamlı bir farklılık göstermiştir. Yüz yüze ve çevrimiçi eğitim arasında akademik stres açısından anlamlı bir fark bulunmamıştır. Ancak Öğrenci Memnuniyeti Ölçeği ve alt ölçek puan ortalamaları, yüz yüze ve çevrimiçi eğitim arasında anlamlı bir farklılık göstermiştir.
Sonuç: Çevrimiçi eğitim sırasında öğrencilerin akademik stresi azalmış ancak çevrimiçi eğitim sırasında memnuniyet düzeyleri düşmüştür. Öğrencileri daha aktif öğrenmeye teşvik eden eğitim programları geliştirilmeli ve teknolojik olanaklardan tüm öğrenciler eşit şekilde yararlanabilmelidir. Yüz yüze ve çevrimiçi eğitimin etkililiğini karşılaştırmak için randomize kontrollü çalışmalara ihtiyaç vardır.
Anahtar Kelimeler
Covid-19 Nursing Education Online Education Academic Stress Student Satisfaction
Kaynakça
- 1. Spagnuolo G, De Vito D, Rengo S, Tatullo M. COVID-19 outbreak: An overview on dentistry. Int J Environ Res Public Health 2020; 17(6):2094.
- 2. Han Y, Yang H. The transmission and diagnosis of 2019 novel coronavirus infection disease (COVID-19): A Chinese perspective. J Med Virol. 2020; 92(6):639-644.
- 3. World Health Organization. WHO Director-General’s opening remarks at the media briefing on COVID-19-11 March 2020; 2020. Available From: https://www.who.int/director-general/speeches/detail/who-director-general-s-opening-remarks-at-the-media-briefing-on-covid-19---11-march-2020
- 4. de Tantillo L, Christopher R. Implementing the National Incident Management System at schools of nursing in response to COVID-19. J Prof Nurs. 2021; 37(2):255-260.
- 5. Pinheiro Bezerra, IM. State of the art of nursing education and the challenges to use remote technologies in the time of corona virus pandemic. Journal of Human Growth and Development 2020; 30(1):141-147.
- 6. Stott A, Mozer M. Connecting learners online: Challenges and issues for nurse education--Is there a way forward?. Nurse Educ Today 2016; 39:152-154.
- 7. Lu DF, Lin ZC, Li YJ. Effects of a Web-based course on nursing skills and knowledge learning. J Nurs Educ. 2009; 48(2):70-77.
- 8. Park M, Jeong M, Lee M, Cullen L. Web-based experiential learning strategies to enhance the evidence-based-practice competence of undergraduate nursing students [published online ahead of print, 2020 May 7]. Nurse Educ Today 2020; 91:104466. doi:10.1016/j.nedt.2020.104466
- 9. Chipas A, Cordrey D, Floyd D, Grubbs L, Miller S, Tyre B. Stress: perceptions, manifestations, and coping mechanisms of student registered nurse anesthetists. AANA J. 2012; 80(4 Suppl):S49-S55.
- 10. Faro, A. Stress and stressors in graduate school: study with master's and doctoral students in Brazil. Psicologia Teoriae Pesquisa 2013; 29(1): 51-60.
- 11. Egelioğlu Cetişli N, Er Güneri S, Mert H, Ünsal Avdal E, Tokem Y, Yıldırım Sarı H. Nursing students’ education stress and academic achievement: The impact of three different education methods. Yükseköğretim ve Bilim Dergisi 2019; 2:250-255.
- 12. Sheu S, Lin HS, Hwang SL. Perceived stress and physio-psycho-social status of nursing students during their initial period of clinical practice: The effect of coping behaviors. Int J Nurs Stud. 2002; 39(2):165-175.
- 13. Hodges A, Benetato B, Rose MA, Pories ML, Webb Corbett R. Struggling toward a new normal: nursing students' experiences during the COVID-19 pandemic. Nurse Educ. 2021; 46(4):202-203.
- 14. Baykal Ü, Sökmen S, Korkmaz Ş. Öğrenci memnuniyeti ölçeği geliştirme çalışması. [A study on developing student satisfaction scale]. Florence Nightingale Journal of Nursing 2002; 12(49):23-32.
- 15. Baykal Ü, Harmancı AK, Eşkin F, Altuntaş S, Sökmen S. Öğrenci Doyum Ölçeği-Kısa Form Geçerlik-Güvenirlik Çalışması. International Journal of Assessment Tools in Education 2011; 14(4), 60-68.
- 16. Rhead MM. Stress among student nurses: is it practical or academic? J Clin Nurs. 1995; 4(6):369-376.
- 17. Karaca A, Yıldırım N, Ankaralı H, Açıkgöz F, Akkuş D. Hemşirelik eğitimi stres ölçeğinin Türkçe’ye uyarlanması. Turkish Journal of Research & Development in Nursing. 2014; 16(2):29-40.
- 18. Savitsky B, Findling Y, Ereli A, Hendel T. Anxiety and coping strategies among nursing students during the covid-19 pandemic. Nurse Educ Pract. 2020; 46:102809.
- 19. Melville D, Allan C, Crampton J, Fothergill J, Godfrey A, Harloe M et al. Higher Education in a Web 2.0 World. Report of an independent Committee of Inquiry into the impact on higher education of students’ widespread use of Web 2.0 technologies; 2009. Available From: http://www.jisc.ac.uk/media/documents/publications/heweb20rptv1.pdf
- 20. Aasbrenn M, Raustøl A, Bingen HM. The internet and nurse education. Nurse Educ Pract. 2017; 26:A1-A3.
- 21. Meloni J. Technologies for teaching: Strategies and pitfalls. Education Digest: Essential Readings Condensed for Quick Review 2011; 76(8):23-27.
- 22. Shana Z. Learning with technology: Using discussion forums to augment a traditional-style class. Journal of Educational Technology & Society 2009; 12(3):214-228.
- 23. Ramos-Morcillo AJ, Leal-Costa C, Moral-García JE, Ruzafa-Martínez M. Experiences of nursing students during the abrupt change from face-to-face to e-learning education during the first month of confinement due to COVID-19 in Spain. Int J Environ Res Public Health 2020; 17(15):5519.
- 24. Lee Y, Choi J. A review of online course dropout research: Implications for practice and future research. Educational Technology Research and Development 2011; 59(5), 593-618.
- 25. Lovrić R, Farčić N, Mikšić Š, Včev A. Studying during the COVID-19 pandemic: A qualitative ınductive content analysis of nursing students’ perceptions and experiences. Education Sciences 2020; 10(7):188.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Doğum ve Kadın Hastalıkları Hemşireliği |
| Bölüm | Araştırma Makaleleri |
| Yazarlar | |
| Yayımlanma Tarihi | 19 Aralık 2023 |
| Yayımlandığı Sayı | Yıl 2023 Cilt: 4 Sayı: 3 |
