scholarly journals Undergraduate Nursing Students’ Satisfaction with blended e-learning following the Covid-19 pandemic

2020 ◽  
Author(s):  
Nahla Tayyib ◽  
Fatmah Alsolami ◽  
Grace Lindsay ◽  
Mohammed Alshhmemri ◽  
Hayam Asfour ◽  
...  
Keyword(s):  
Nursing Students ◽  
Blended Learning ◽  
Student Satisfaction ◽  
Undergraduate Nursing Students ◽  
Male And Female ◽  
Face To Face ◽  
Undergraduate Nursing ◽  
Timely Feedback ◽  
E Learning ◽  
Students Satisfaction

Abstract Background: Blended learning has recently been introduced as an addition to the existing teaching programme of nursing students at X University. The aim of this study is to assess student satisfaction with this change.Methods: A 35 item questionnaire was circulated to all male and female nursing students in their 2nd, 3rd and 4th years of study. The questionnaire was subdivided into the five domains of Interaction, Instruction, Instructor, Course Management and Technology.Results: Mean satisfaction scores for male and female nursing undergraduates was significantly greater than 3 (neutral score) in all domains of enquiry indicating good satisfaction with blended learning (p<0.001). Domain scores were also significantly greater than those of a comparator study in four of the five domains (p<0.030) and similar in the domain of Technology (p=0.677). Male and female levels of satisfaction were similar in 80% of the survey questions, but female satisfaction was significantly lower in some questions concerning technology (p<0.003), willingness to interrupt the instructor (p=0.021), comparison of blended learning and face-to-face teaching (p=0.002) and timely feedback on tests and assignments (p=0.031). Fourth year students showed highest levels of satisfaction across all five domains. Overall questionnaire reliability exceeded 90% and matched that of a comparable study elsewhere.Conclusion: Undergraduate nursing students reported high levels of satisfaction and demonstrated nascent technological skill, resilience and fortitude when presented with the immediate implementation of an unfamiliar e-learning blended curriculum environment.

scholarly journals Simulation in cardiorespiratory arrest: assessment of satisfaction with the learning of nursing students

2021 ◽  
Vol 55 ◽  
Author(s):  
Amanda Chlalup Linn ◽  
Emiliane Nogueira de Souza ◽  
Rita Catalina Aquino Caregnato
Keyword(s):  
Nursing Students ◽  
Student Satisfaction ◽  
Cardiopulmonary Arrest ◽  
Cardiorespiratory Arrest ◽  
Undergraduate Nursing Students ◽  
Clinical Simulation ◽  
Undergraduate Nursing ◽  
Self Confidence ◽  
Simulation Scenario ◽  
Students Satisfaction

ABSTRACT Objective: To evaluate the satisfaction and self-confidence of undergraduate nursing students’ learning in a scenario of realistic clinical simulation with the theme of advanced cardiopulmonary arrest maneuvers. Method: Exploratory-descriptive study, with a quantitative approach. In order to evaluate the simulation activity developed undergraduate nursing students responded to the Student Satisfaction and Self-Confidence with Learning Scale. Results: 19 students participated in the study. Students’ satisfaction and self-confidence with learning were identified, with an average of 4.17 ± 0.59 in the developed scenario. In the subscale of satisfaction with current learning and in the subscale of self-confidence with learning, 86.3% and 76.6% of students scored the items in a maximum way (4-5), respectively. Conclusion: Nursing students demonstrate satisfaction and self-confidence with learning from a realistic clinical simulation scenario on the theme of advanced cardiorespiratory arrest maneuvers.

scholarly journals Undergraduate Nursing Students Endorse Education Standards in Blended e-Learning Theory Teaching during COVID-19 Pandemic

2021 ◽  
Vol 15 (1) ◽  
pp. 291-303
Author(s):  
Nahla Tayyib ◽  
Fatmah Alsolami ◽  
Hayam Asfour ◽  
Mohammed Alshhmemri ◽  
Grace Lindsay ◽  
...  
Keyword(s):  
Nursing Students ◽  
Resolving Power ◽  
Course Management ◽  
Nurse Training ◽  
Questionnaire Response ◽  
Undergraduate Nursing Students ◽  
Male And Female ◽  
Undergraduate Nursing ◽  
Power Domain ◽  
E Learning

Aim: The aim of this study was to survey student learning perspectives as measured by ‘student satisfaction’ following the rapid introduction of remote blended e-learning into the existing undergraduate nursing curriculum at Umm Al-Qura University, Saudi Arabia. Background: National legislation resulting from the spread of Covid-19 required all theoretical and practical nurse training to move immediately to online provision using an unfamiliar e-learning environment and associated tools. Objective: The objective of this study was to use a validated satisfaction questionnaire developed elsewhere, but within a similar educational context involving both theoretical and practical components, for the purpose of checking that educational objectives were being satisfactorily achieved across five relevant domains of educational enquiry, and to use survey findings to improve the online delivery of the nursing program in future academic years. Methods: A validated 35 item questionnaire was circulated online to all male and female nursing students in their 2nd, 3rd and 4th years of study. The questionnaire content was subdivided into the five domains of ‘Interaction’, ‘Instruction’, ‘Instructor’, ‘Course Management’ and ‘Technology’. Descriptive and comparative statistics were used to compare levels of satisfaction between genders and among undergraduate years of study, and against findings from undergraduate information technology undergraduates. Results: 199 female and 84 male students completed the questionnaire (response rate 59.2%). Mean satisfaction scores for male and female nursing undergraduates were significantly greater than 3 (neutral score) in all domains of enquiry, indicating good satisfaction with blended e-learning (p<0.001). However, multivariate regressions of domain satisfaction scores taking gender and year of study as explanatory variables had poor resolving power. Domain scores were also significantly greater than those of a comparator study in three of the five domains (p<0.030) and similar in the domains of course management (p=0.717) and technology (p=0.677). Levels of satisfaction in males and females were similar in 80% of the survey questions, but in females, satisfaction was significantly lower in some questions concerning technology (p<0.003), willingness to interrupt the instructor (p=0.021), comparison of blended learning and face-to-face teaching (p=0.002) and timely feedback on tests and assignments (p=0.031). Fourth-year students showed the highest levels of satisfaction across all five domains. Conclusion: Undergraduate nursing students reported above-average satisfaction levels across all five domains of education provision. Despite an unfamiliar blended e-learning curriculum environment, they demonstrated compatible technological skills, satisfactory interaction with teachers and other students and engagement in the learning process. A number of recommendations identified in the literature as underlying a successful program of blended e-learning are recorded for the benefit of readers.

E-Learning and Blended-Learning Program in Wound Care for Undergraduate Nursing Students

2022 ◽  
Vol 61 (1) ◽  
pp. 53-57
Author(s):  
Paul Bobbink ◽  
Celina Marques Teixeira ◽  
Lucie Charbonneau ◽  
Laurent Chabal ◽  
Carole Guex ◽  
...  
Keyword(s):  
Nursing Students ◽  
Blended Learning ◽  
Wound Care ◽  
Learning Program ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
E Learning

scholarly journals From theory to simulation to teach care for burn victims: case report

2018 ◽  
Vol 22 (3) ◽  
Author(s):  
Ana Railka de Souza Oliveira-Kumakura ◽  
Juliany Lino Gomes Silva ◽  
Natália Gonçalves
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Teaching Strategies ◽  
Nursing Student ◽  
Undergraduate Nursing Students ◽  
Burn Victims ◽  
Active Teaching ◽  
Undergraduate Nursing ◽  
Simulated Environment ◽  
E Learning

Abstract Aim: To report the experience of applying different teaching strategies on undergraduate nursing students caring for burn victims. Method: Experience report on the topic, "Nursing care for the patient with burns", for undergraduate nursing student education. Results: Teaching strategies during this course involved theoretical lecture, discussion of clinical cases, use of a virtual environment, and practice in a simulated environment. The students reported satisfaction with the tools used. Conclusion: It is important to incorporate different active teaching strategies, such as clinical simulation practices, e-learning, classes incorporating dialogue, case studies, and others, for undergraduate nursing education on caring for the burn victim.

Student Satisfaction From E-Learning Systems

2021 ◽  
pp. 214-227
Author(s):  
Sadia Jabeen ◽  
Aisha Muhammd Din ◽  
Muhammad Farhan Sadiq
Keyword(s):  
Student Satisfaction ◽  
Simple Random Sampling ◽  
Survey Method ◽  
Educational Systems ◽  
Virtual University ◽  
University Campuses ◽  
Face To Face ◽  
Teaching Standards ◽  
E Learning ◽  
Students Satisfaction

This chapter explores the satisfaction level of students from Virtual University of Pakistan mode of e-learning. The research aimed at explaining the various factors of adopting the e-learning mode as well as inquiring about the determinant of satisfaction from virtual educational systems. The quantitative study was conducted through survey method; 240 respondents were selected from all the Virtual University campuses through simple random sampling. Questionnaires based on 25 items were constructed to measure the satisfaction. One sample t-test and regression analysis were applied for data analysis. Results revealed that a majority of the students prefer this institute due to high teaching standards. Interactivity pattern was explained as the main predictor of students' satisfaction from the system. Findings of the study lead to the practical implications and identify the need of face-to-face communication and betterment in interactivity patterns between instructors and students to enhance students' satisfaction from the system.

scholarly journals Perception of undergraduate nursing students regarding e-learning during COVID-19 pandemic in West Bengal

2021 ◽  
Vol 8 (4) ◽  
pp. 1892
Author(s):  
Suvashri Sasmal ◽  
Moitreyee Roy
Keyword(s):  
Nursing Students ◽  
West Bengal ◽  
Learning Experience ◽  
Survey Study ◽  
Snowball Sampling ◽  
Chi Square ◽  
Cross Sectional ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
E Learning

Background: The education system has faced severe trouble worldwide in COVID-19 pandemic since the beginning of 2020. In this context every educational institute including nursing colleges has adopted E-learning for smooth continuation of teaching learning process. Keeping this in mind this descriptive survey study aimed to identify the perception of the undergraduate nursing students towards E-learning during COVID 19 phase.Methods: A cross sectional web-based survey has been conducted through Google form with in west Bengal. By using snowball sampling, 327 sample were selected as study participants and they were received the structured questionnaire and submitted after giving their responses. Data were extracted and analysed with the help of different descriptive statistics, such as frequency, percentage, mean, median, standard deviation and inferential statistics in terms of chi-square by using SPSS 20.0 (IBM SPSS Statistics for Windows, version 20.0).Results: In this article 327 participants were enrolled among them 70.95% had indifferent perception, whereas only 14.07% possessed unfavourable perception towards E-learning. Compared with the indifferent percentage the participants with favourable perception was very less i.e. only 14.98%. We also found perception of E learning has no association with demographic variables but significant association is there between gadgets used to attend E learning.Conclusions: Nursing faculties need to address the student’s perception towards e-learning so that efforts can be directed towards improving their learning experience.

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