Nursing Students’ Satisfaction with Online Learning Experiences During Covid-19 Pandemic at Albaha University, Saudi Arabia

Ahmed, Waled Amen Mohammed

doi:10.18502/sjms.v17i4.12556

Cited by 3 publications

(3 citation statements)

References 12 publications

(12 reference statements)

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“…It also implies that any interventions or changes made to the platform will likely affect most users similarly, given the low variability in their current satisfaction levels. This corroborated the finding of a study conducted on nursing students in Saudi Arabia, where female students are more satisfied than male nursing students [4]. Likewise, Yu [35] found differences in online learning outcomes between male and female students.…”

Section: Discussionsupporting

confidence: 85%

Is virtual learning still virtually satisfactory in the post-COVID-19 era for pre-service teachers?

Adewale

2024

Educ. Technol. Q.

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The planned global migration to the Fourth Industrial Revolution (4IR) and the unplanned incidence of the COVID-19 pandemic have necessitated the indispensability of virtual learning adoption in tertiary institutions. The success of virtual learning is premised on many factors, including the quality of virtual learning platforms (VLPs) and users' satisfaction. This study, therefore, examined the association between VLPs and pre-service teachers (PST) satisfaction in the post-COVID-19 era. The study adopted a quantitative design using multi-stage sampling to select 200 final-year students in education faculty. The analytical methods used were Pearson product-moment correlation and independent t-test using SPSS version 29 statistical software. The findings indicated a moderately positive link between the quality of virtual learning platforms and pre-service teachers’ satisfaction. However, satisfaction levels differed based on the gender of the participants. This study recommends a regular collection of feedback from the students to identify where there are hitches; higher institutions should consider creating a quality assurance department for monitoring and evaluation of the institutions' virtual learning; and training and retraining of students and instructors are essential for the update of knowledge as the new technologies continue to emerge. The uniqueness of this study is in the appraisal of pre-service teachers’ knowledge and satisfaction after the COVID-19 experience. There is no iota of doubt that pre-service teachers who are preparing to be engaged in different schools need to imbibe the culture of virtual learning. Therefore, further studies must be conducted on the best way to make virtual learning attractive.

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Section: Discussionsupporting

confidence: 85%

Is virtual learning still virtually satisfactory in the post-COVID-19 era for pre-service teachers?

Adewale

2024

Educ. Technol. Q.

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“…Previous researchers tested the applicability of the DASS-21 in various countries, such as Brazil, Canada, the United Arab Emirates, and the United States [25]. Tis scale is reliable and valid, as indicated by previous researchers [26][27][28]. In this study, the scale attained good reliability.…”

Section: Depression Anxiety and Stresssupporting

confidence: 58%

The Influence of Satisfaction with E-Learning on the Psychological State of Nursing Students

Innab,

Aldawood,

Abdali

et al. 2023

Perspectives in Psychiatric Care

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Aim. The education system has transitioned from traditional learning to e-learning. Earlier, researchers tested the feasibility of e-learning for nursing students. However, whether satisfaction with e-learning affects students’ mental health remains unknown. This study aimed to determine the influence of satisfaction with e-learning on mental health (stress, anxiety, and depression) among undergraduate nursing students. Methods. This study design was cross-sectional, correlational, and descriptive. Data were collected between April and December 2022 from local nursing colleges in 13 regions in Saudi Arabia. A convenience sampling method was employed to recruit undergraduate nursing students. One hundred forty-four students responded to the online questionnaire. Results. Nursing students demonstrated moderate levels of anxiety (M = 9.89 (SD = 4.28)), stress (M = 10.40 (SD = 4.05)), and depression (M = 9.64 (SD = 4.38)). The average satisfaction with e-learning score was 2.79 (SD = 0.85), indicating that students’ satisfaction was low. Strong and positive correlations existed between anxiety and stress (r = 0.787, p < 0.001 ) and depression (r = 0.867, p < 0.001 ). However, anxiety, stress, and depression were not correlated with satisfaction. Female participants demonstrated more significant anxiety (M = 11.0, SD = 3.55), stress (M = 11.3, SD = 3.5), and depressive symptoms (M = 10.9, SD = 3.6) than their male counterparts. Stress significantly and indirectly affected depression through anxiety (B = 0.580, p < 0.001 , 95% CI 0.449 to 0.719). The proportion of mediation ( P M = 0 . 697 ) indicated that 69.7% of the total stress effect on depression was because of the indirect impact of anxiety, acting as a partial mediation. Conclusions. This study emphasized providing mental health services for nursing students. Conducting qualitative research will help achieve knowledge of nursing students’ mental health status.

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“… 39 Ahmed mentioned that online learning experience was found to be satisfactory by nursing students, with significantly higher levels of satisfaction reported by female students and those aged between 22 and 24 years. 40 On the contrary, nursing students at the undergraduate level reported higher-than-average satisfaction levels in all five areas of education provision. Even though they were in an unfamiliar environment with a blended e-learning curriculum, they showed proficiency in technology, satisfactory communication with teachers and peers, and active participation in the learning process.…”

Section: Resultsmentioning

confidence: 95%

Use of Technology in Enhancing Learning Among Nurses in Saudi Arabia; a Systematic Review

Alshammari¹,

Alanazi²

2023

JMDH

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The landscape of teaching and learning, particularly in the realm of technology-supported education, is being transformed by the ongoing presence of portable digital assistant devices and other technological tools. Such technologies have become an integral aspect of learning these days. The use of Virtual Reality, Augmented Reality, cloud computing, and social media through platforms such as Twitter, Dropbox, Google Apps, and YouTube has become the norm in modern education and has greatly enhanced the quality of higher nursing education. Therefore, this study aims to synthesize evidence on the effectiveness of technology in nursing education in Saudi Arabia. The study used a systematic review methodology to extract relevant studies from databases and reference lists of related literature reviews. Two independent reviewers screened the title, abstract, and full texts based on predefined eligibility criteria. The review identified four themes from the data retrieved from 15 published articles. The themes include attitude towards e-learning, challenges and quality related to e-learning, social media and smart phones usage, virtual reality and simulation experience. Mixed attitudes have been identified among the participants of the selected studies. Various challenges linked with e-learning, social media usage, smart phones, and simulation have been identified inclusive of technical issues, lack of awareness, lack of training, etc. The findings have also stated that awareness level should be increased related to e-learning for better outcomes in Saudi Arabia. The findings suggest that technology has the potential to improve learning outcomes for nurses, including those involved in research. Therefore, it is crucial to ensure that both educators and students receive adequate training on how to effectively use the upcoming technology in Saudi Arabia.

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Nursing Students’ Satisfaction with Online Learning Experiences During Covid-19 Pandemic at Albaha University, Saudi Arabia

Cited by 3 publications

References 12 publications

Is virtual learning still virtually satisfactory in the post-COVID-19 era for pre-service teachers?

Is virtual learning still virtually satisfactory in the post-COVID-19 era for pre-service teachers?

The Influence of Satisfaction with E-Learning on the Psychological State of Nursing Students

Use of Technology in Enhancing Learning Among Nurses in Saudi Arabia; a Systematic Review

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