Impacto da COVID-19 nas dinâmicas sociofamiliares e académicas dos estudantes de enfermagem em Portugal

Xavier, Beatriz; Camarneiro, Ana Paula Forte; Loureiro, Luís; Menino, Eva; Cunha-Oliveira, Aliete; Monteiro, Ana Paula

doi:10.12707/rv20104

Cited by 8 publications

(9 citation statements)

References 7 publications

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“…In moving to online learning, these institutions must not forget their "organizational brokerage" (Domina et al, 2021, p. 4) in facilitating and maintaining these social connections lest their students suffer in isolation (Crea & Sparnon, 2017). Ultimately, the VLE experience begins with the institution; if there is no commitment to ensuring the use of a high-quality LMS and no focus on securing and maintaining the human resource social supports that students and families have come to rely on the school to provide, then the mental health and academic achievement of its students can deteriorate (Cairns et al, 2020;Cavanaugh et al, 2004;Domina et al, 2021;Gillis & Krull, 2020;Jones, 2015;Lee & Oh, 2017;Merlin-Knoblich et al, 2019;Rogowska et al, 2020;Stone, 2019;Xavier et al, 2020;Zhu & van Winkel, 2016).…”

Section: The Barrier To a Vle: The Challenge Of Readinessmentioning

confidence: 99%

Effects of virtual learning environments: A scoping review of literature

Caprara

2021

Educ Inf Technol

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The purpose of this scoping review is to isolate and investigate the existing data and research that identifies if the synchronous face-to-face visual presence of a teacher in a virtual learning environment (VLE) is a significant factor in a student’s ability to maintain good mental health. While the present research on this explicit interaction among VLE implementation and student mental health is limited, the material suggests a framework for strong utilization of VLEs. Overall, our research has shown that authentic, high quality VLEs are ones that have as their primary focus the communication between students and their teachers and between students and their peers. This communication is best generated through synchronous connections where there exists the ability to convey the student’s immediate needs in real-time. Our research results and discussion will outline how a team approach that brings together teachers, students, administration, counsellors, mental health support staff, instructional designers, and ICT specialists is necessary to create a genuinely enriching VLE where both learning and social-emotional needs can be met. The authors present a case for further study in order to reveal the nature of the interaction among VLEs and student mental health.

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Section: The Barrier To a Vle: The Challenge Of Readinessmentioning

confidence: 99%

Effects of virtual learning environments: A scoping review of literature

Caprara

2021

Educ Inf Technol

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“…Other studies carried out in Portugal also revealed that students presented some concerns regarding not being able to successfully complete the academic year, the stress caused by the change in teaching methods (Xavier et al, 2020) and the lack of face-to-face practical and laboratory classes (Gonçalves et al, 2020). These and other issues, particularly both the processes of personal and institutional adaptation to online teaching and learning, need to be taken into consideration to fully understand their effects on teaching and learning.…”

Section: Introductionmentioning

confidence: 99%

Portuguese higher education students’ adaptation to online teaching and learning in times of the COVID-19 pandemic: personal and contextual factors

et al. 2021

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The COVID-19 pandemic brought about a global crisis affecting all sectors of society. Higher education is no exception. The closure of higher education institutions has dictated a sudden and unexpected transition from face-to-face to remote teaching to mitigate the spread of the SARS-CoV-2. This paper draws upon a wider piece of research which aimed to understand how higher education students adapted to the closure of their institution and how they looked at their experience of online teaching and learning. In total, 2718 students from different Portuguese higher education institutions participated in the study. Findings showed that both personal and contextual factors explained students' positive or negative adaptation to online teaching and learning as a result of the closure of higher education institutions. Institutional and pedagogical responses, individual selfregulatory and socio-emotional competencies and adequate resources were factors that led to either a more positive or negative student experience of online teaching and learning in times of

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“…Este fator foi muito prejudicial, pois, por ser algo não controlável, por vezes a presença na aula não era registrada e os prazos de atividades avaliativas ficavam na iminência de serem perdidos. Um estudo realizado com estudantes universitários da Índia demonstrou que o quadro de ansiedade desta população está associado às aulas on-line e duração delas, sendo resultado de 76,44% dos estudantes com ansiedade em níveis severos e 23,66% em níveis moderados (Xavier et al, 2020).…”

Section: Resultsunclassified

“…Nessa perspectiva, apesar das dificuldades enfrentadas durante esse período, ainda se pode observar algumas experiências positivas para o meio acadêmico, como inovação de materiais por meio de novas plataformas digitais (Granjeiro et al, 2020), acesso à gravação das aulas, network entre pessoas de regiões distintas e possibilidade de regresso à casa dos pais aos estudantes que estavam distantes do convívio de seus familiares (Xavier et al, 2020). Research, Society andDevelopment, v. 11, n. 4, e9911427126, 2022 (CC BY 4.0) | ISSN 2525-3409 | DOI: http://dx.doi.org/10.33448/rsd-v11i4.27126 Desse modo, objetivou-se com este artigo analisar os efeitos psicológicos do distanciamento social decorrente da COVID-19 no meio acadêmico.…”

Section: Introductionunclassified

Efeitos psicológicos em acadêmicas brasileiras em meio às mudanças no ensino causadas pela Pandemia da COVID-19

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et al. 2022

RSD

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A implementação do ensino remoto emergencial no contexto da pandemia da COVID-19 trouxe sérios impactos para a realidade estudantil, sobretudo, na psique dos discentes. Diante disso, o presente estudo objetivou analisar os efeitos psicológicos do distanciamento social decorrente da COVID-19 no meio acadêmico. Trata-se de um relato de experiência de quatro discentes matriculadas em variados cursos de diferentes instituições de ensino superior do Brasil que, através de reuniões na plataforma digital Google Meet, compartilharam suas vivências e dificuldades acerca do tema. Dentre os resultados encontrados estão a prevalência do sentimento de distanciamento, tanto dos professores quanto dos demais colegas, aumentando a sensação de solidão e o desenvolvimento de doenças mentais como depressão e ansiedade. Adicionalmente, outra realidade marcante é a cobrança interna e externa para atingir os resultados e as expectativas, além dos pontos positivos provenientes dessa nova modalidade de ensino, como a praticidade de deslocamento e a aproximação familiar. Considera-se que a realidade universitária atual trouxe efeitos negativos e também positivos para o desenvolvimento psicológico dos discentes, tanto na sua vida acadêmica quanto na interação social.

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Impacto da COVID-19 nas dinâmicas sociofamiliares e académicas dos estudantes de enfermagem em Portugal

Cited by 8 publications

References 7 publications

Effects of virtual learning environments: A scoping review of literature

Effects of virtual learning environments: A scoping review of literature

Portuguese higher education students’ adaptation to online teaching and learning in times of the COVID-19 pandemic: personal and contextual factors

Efeitos psicológicos em acadêmicas brasileiras em meio às mudanças no ensino causadas pela Pandemia da COVID-19

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