The relationship between nursing students' technology addiction levels and attitudes toward e‐learning during the COVID‐19 pandemic: A cross‐sectional study

Özdemir, Nur Güven; Sönmez, Münevver

doi:10.1111/ppc.12710

Cited by 30 publications

(27 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The number of COVID-19 cases continuously increases and new strains are discovered. Thus, undergraduate nursing students may continue their learning activities through the online platform in the near future (Guven Ozdemir & Sonmez, 2020).…”

Section: Introductionmentioning

confidence: 99%

Online Learning in Nursing Education During the COVID-19 Pandemic: Stress, Satisfaction, and Academic Performance

Oducado

Estoque²

2021

J. Nurs. Pract

120

View full text Add to dashboard Cite

Background: Traditional face-to-face instruction swiftly transitioned into online learning during the global COVID-19 outbreak. Students’ experiences and academic performance in this new learning platform need evaluation.Purpose: The purpose of this research was to determine the undergraduate nursing students’ stress, satisfaction, and academic performance during online learning.Methods: This research was considered a cross-sectional and descriptive-correlational study. The research participants were the second-year undergraduate nursing students from one nursing school in the Philippines. The data were collected using a web-based survey questionnaire and then analyzed using descriptive statistics and Spearman’s rho correlation.Results: The results revealed that the undergraduate nursing students considered having online learning during the COVID-19 outbreak to be stressful (44.4%) and very stressful (47.2%). Moreover, the undergraduate nursing students had low satisfaction (37%) and moderate satisfaction (46.3%) having the online learning during the COVID-19 outbreak. The undergraduate nursing students’ academic performance were affected by the COVID-19 pandemic and resulted in poor (37%) to fair (50%) academic performance and were considerably (43.6%) and greatly (30.6%) affected by the pandemic. Online learning stress had a significant and inverse correlation with online learning satisfaction (p=.000) and academic performance (p=.012).Conclusion: Stress negatively impacts the undergraduate nursing students’ satisfaction and academic performance. This research suggests that certain measures should be performed to reduce stress and improve the online teaching–learning processes during the COVID-19 outbreak.

show abstract

Section: Introductionmentioning

confidence: 99%

Online Learning in Nursing Education During the COVID-19 Pandemic: Stress, Satisfaction, and Academic Performance

Oducado

Estoque²

2021

J. Nurs. Pract

120

View full text Add to dashboard Cite

show abstract

“…It involves a combination of synchronous technology such as real-time video-conferencing and asynchronous technology such as emails or pre-recorded lectures [ 10 ] to deliver the necessary content to students. This allows students to enjoy not only off-site access to their educators and learning materials, but also virtual participation in discussions without the need for physical presence in school [ 11 ]. Nonetheless, despite the current generation of learners being “digital natives” [ 12 ], HBL still presents a plethora of challenges: technical issues, engagement problems, lack of practical application and guidance, difficulties in collaborating with others, and difficulties in balancing schoolwork with social life during HBL [ 13 ].…”

Section: Introductionmentioning

confidence: 99%

Exploring undergraduate nursing students’ experiences towards home-based learning as pedagogy during the COVID-19 pandemic: a descriptive qualitative exploration

Yong

Chng

et al. 2022

BMC Nurs

View full text Add to dashboard Cite

Background The global COVID-19 pandemic has led to the need for educators to explore online platforms in delivering lessons to students. Home-based learning is one of the most commonly-used teaching methods that allow learning to take place despite a physical separation between the students and the educators. Methods A descriptive qualitative approach was used to explore the experiences of nursing undergraduates when using home-based learning as a pedagogy during the COVID-19 pandemic. Data were collected from twenty-three nursing students (n = 14 in year one; n = 9 in year two) of their full-time pre-registration nursing program in a public-funded university in Singapore. Semi-structured interviews using an interview guide was conducted through Zoom-based video-conferencing from November 2020 to January 2021. The interview lasted between 45 and 65 min (median = 45 min). Data collection took place concurrently with thematic analysis through Braun and Clarke’s six-step approach. This study was reported according to the Consolidated Criteria for Reporting Qualitative Research. Results Three main themes identified during the data analysis were: (1) challenges of home-based learning, where students detailed their experiences and difficulties encountered during the process; (2) the effectiveness of home-based learning, which explored the pedagogy’s impact on the students’ learning experience; and (3) students’ motivation to learn, where the effects on student morale and motivation in partaking in learning tasks were discussed. Conclusions Results from this study suggested that universities should incorporate more home-based learning opportunities as home-based learning to continue playing a crucial role in the foreseeable future. Universities should continue to incorporate more home-based learning opportunities into the existing nursing curriculaa in order to test their capacities and address technical challenges in online learning. Future studies should also consider incorporating other pedagogical strategies when conducting lessons online.

show abstract

“…When traditional and bridging Saudi nursing students' SDL readiness were compared, both had low SDL readiness scores 23 . During the COVID‐19 pandemic, nurse educators used an online learning mode to allow students to complete most of their learning activities at home 33 . However, some students either have restricted internet access or connectivity issues, and this discrepancy grows globally, especially among people of different socioeconomic backgrounds 34…”

Section: Discussionmentioning

confidence: 99%

“…23 During the COVID-19 pandemic, nurse educators used an online learning mode to allow students to complete most of their learning activities at home. 33 However, some students either have restricted internet access or connectivity issues, and this discrepancy grows globally, especially among people of different socioeconomic backgrounds. 34 The recovery of nursing students from the effects of the COVID-19…”

Section: Predictors Of the Students' Self-directed Learning Readinessmentioning

confidence: 99%

Academic motivation and self‐directed learning readiness of nursing students during the COVID‐19 pandemic in three countries: A cross‐sectional study

et al. 2022

View full text Add to dashboard Cite

Background: It is crucial to evaluate student academic motivation and self-directed learning (SDL) readiness while teaching online or flexibly. During the coronavirus disease 2019 pandemic, there were few investigations on the link between academic motivation and SDL readiness. Aim: This study investigated the connection between academic motivation and SDL readiness and the three academic motivation domains' predictive features. Methods: This cross-sectional study used convenience sampling to recruit 1187 nursing students from four nursing colleges in three countries. We utilized the Academic Motivation Scale College Version and Self-directed Learning Readiness Scale for Nurse Education to collect data. Descriptive and inferential statistics were employed to analyze the data.Results: Extrinsic motivation received the highest mean. Most nursing students exhibited SDL readiness, whereas "desire for learning" was rated the highest dimension of SDL readiness. We found significant differences in nursing students' intrinsic and extrinsic motivation and amotivation between the three countries.Finally, country, gender, and intrinsic motivation were significant predictors of the nursing students' SDL readiness.Conclusion: Among Filipino, Saudi, and Thai nursing students, their SDL readiness is influenced by the intrinsic motivation domain. Therefore, nursing students with higher levels of intrinsic motivation are proactive learners for SDL.

show abstract

The relationship between nursing students' technology addiction levels and attitudes toward e‐learning during the COVID‐19 pandemic: A cross‐sectional study

Cited by 30 publications

References 32 publications

Online Learning in Nursing Education During the COVID-19 Pandemic: Stress, Satisfaction, and Academic Performance

Online Learning in Nursing Education During the COVID-19 Pandemic: Stress, Satisfaction, and Academic Performance

Exploring undergraduate nursing students’ experiences towards home-based learning as pedagogy during the COVID-19 pandemic: a descriptive qualitative exploration

Academic motivation and self‐directed learning readiness of nursing students during the COVID‐19 pandemic in three countries: A cross‐sectional study

Contact Info

Product

Resources

About