Online Teaching Readiness, Challenges and Satisfaction as Perceived by Nursing Faculty Members during COVID -19 Pandemics

Abstract

Background: Faculty members must be prepared to teach online as a strategy during the current COVID-19 epidemic. There is a rising demand and necessity for online teaching at higher education institutions. A crucial success factor for online education is the government's proactive efforts in analyzing educator readiness, problems, and satisfaction. Aim: the present study aimed to assess online teaching readiness, challenges and satisfaction as perceived by nursing faculty members during COVID -19 pandemics. Research Design: Descriptive correlational design was used in this study. Setting: different universities included in the study ( Cairo, Beni Suef , Ain Shams, Port Said, South valley and Zagazig).Sample: Convenient sample (n= 203) of faculty members from different universities who agreed to participate in the study and experience online teaching were involved in the study. Tools of data collection: data collected using three questionnaires Include: 1-: Online teaching readiness questionnaire, 2-Challenges of online teaching questionnaire and 3-Online satisfaction questionnaire. Results: Data revealed that nursing faculty members had high level readiness regarding online teaching. They all agreed that there is inadequate technology support and frequent technology failures. The highest percentage of them was satisfied with on-line education to a moderate degree. There was a statistically significant positive correlation between study subject perception of readiness and satisfaction with online teaching. Recommendation: Universities should provide educators with ongoing training on how to teach online courses. To facilitate online education, educators should be provided with appropriate infrastructure (laptops, technical support, etc.). University leaders should develop a strategy to address the problems of online teaching and create strategies to boost instructors' satisfaction with online teaching.

Nursing Lecturers’ Readiness to Teach Online in the ‘New Normal’ Post COVID-19 Era

“…Some respondents also had to buy internet quota with personal funds since the institution did not provide internet network. This is similar to several previous studies revealing that poor internet connections, lack of technology, infrastructure, and technical assistances were the most common problems faced by lecturers during online learning (Elewa & Mohamed, 2022;Rosalina et al, 2020).…”

Comparing the Training of the Mass Casualty Incident Triage by the Virtual Workshop and Non-virtual Workshop (Face-to-face) on the Nursing Students’ Learning and Satisfaction

“…Sadeghzadeh's study showed that nursing students were moderately satisfied with virtual training [33]. In a study conducted by Elewa et al during the COVID-19 pandemic, the students' satisfaction level with virtual training was reported moderate [35]. In the studies conducted by Farsi et al [36] and Ruiz-Grao et al [37], the satisfaction level with virtual training was also moderate.…”

Nudge or not, university teachers have mixed feelings about online teaching

“…This can be explained by a lack of training, support, and teaching resources that were available to university teachers in assisting them with a transition to online modes of teaching. There is evidence for this in rich and poor countries alike, such as in Australia (Dodo-Balu, 2017 , 2018 , 2022 ), Bangladesh (Saha et al, 2022 ), China (Liu et al, 2022 ; Tsegay et al, 2022 ), Egypt (Elewa et al, 2022 ), Japan (Kita et al, 2022 ), Pakistan (Shahid et al, 2022 ; Yasmin, 2022 ), Sweden (Hietanen and Svedholm-Häkkinen, 2023 ), Vietnam (Nguyen et al, 2022 ), and the United States (Sessions et al, 2022 ).…”