The effect of web‐based education on the self‐confidence and anxiety levels of paediatric nursing interns in the clinical decision‐making process

Abstract

This study was conducted to investigate the effect of web-based teaching on paediatric nursing internship students' self-confidence and anxiety levels in the clinical decision-making process. The study sample consisted of 61 students who received internship training in the Pediatric Nursing department. There were 30 students in the control group and 31 students in the experimental group. Data were collected using a sociodemographic form, and nursing anxiety and self-confidence levels were measured using a clinical decision-making scale. The data were analysed using a t test, a Mann-Whitney U test, a correlation analysis, and a regression analysis, along with power and effect size. The self-confidence scores of the experimental group were higher than the scores of the control group (p < 0.05), and the anxiety scores of the experimental group were lower than the scores of the control group (p < 0.05). The web-based training program accounted for 17.8% of the change in self-confidence and 12.8% of the change in anxiety level. Therefore, the web-based training program was effective in increasing nursing students' self-confidence levels and decreasing their anxiety levels in the clinical decision-making process.

A Novel Framework for Facilitating Emergency Remote Learning During the COVID-19 Pandemic

“…Other challenges included anxiety, students' mental distraction, monitoring attendance online, and assessing homework or assignments. These findings corroborate results from earlier studies, for example, anxiety in web-based education (Bektas & Yardimci, 2018), attendance and absenteeism during recorded online lecture videos (Trenholm et al, 2019), cheating and the credibility of unsupervised exams in asynchronous online environments (Feinman, 2018;Sullivan, 2016) and the need for formative assessment (Liberman et al, 2020;Wiliam, 2018).…”

“…The problematic aspects of remote or distance education have been identified by researchers, for example students' and teachers' anxiety in web-based learning environments (Bektas & Yardimci, 2018), as well as lack of presence when recorded lecture videos are used (Trenholm et al, 2019). However, the phenomenon of cheating when students are not supervised during asynchronous online tests (Feinman, 2018;Sullivan, 2016) and and lack of formative assessments (Liberman, Levin, & Luna-Bazaldua, 2020;Wiliam, 2018) are seen as the most challenging aspects of remote or distance education.…”

Negative emotions, cognitive load, acceptance, and self-perceived learning outcome in emergency remote education during COVID-19

“…Recent research has shown that, experiencing online learning anxiety significantly affects academic achievement (Ajmal & Ahmad, 2019 ; Saadé et al, 2017 ) even though web-based and online learning might benefit some students (especially those with social anxiety or anxiety disorders) by decreasing the levels of perceived stress (Bektaş & Yardımcı, 2018 ; Keskin et al, 2020 ). One possible reason is the tight relationship between anxiety and the use of Internet or technology (computer anxiety) as explained in Saadé et al ( 2017 ), as well as the fact that students’ computer related self-efficacy has a significant effect on their experienced anxiety in online learning environments (Heckel & Ringeisen, 2019 ; Hill et al, 2009 ; Saadé & Kira, 2009 ).…”

The Effect of Nursing Students' Educational Stresses on Self-Confidence and Anxiety in Clinical Decision Making

“…Bu bulgu literatür ile de uyumludur. Literatürde de klinik karar vermede özgüven düzeyinin uzun dönemde bilginin artması ve klinik deneyim ile birlikte geliştiği, öğrencinin yaşadığı olumlu deneyimlerin ve olumlu rol modellerin özgüven düzeyini arttırdığı vurgulanmaktadır (23,25,31) . Özellikle son yıllarda artan öğrenci sayısı, öğretim elemanı başına düşen öğrenci sayısının fazlalığı, klinik alanların yetersizlikleri, zaman olarak staj sürelerinin yeterli olmasına rağmen, fazla öğrenci sayısı nedeni ile bakılan hasta sayısının düşmesi, öğretim elemanlarının öğrenciye ayırdığı zamanının azalması bu çalışmada klinik stres ve anksiyetenin klinik karar vermede özgüven düzeyini düşük düzeyde etkilemesine yol açtığı düşünülmektedir (32,33) .…”