Transitioning Nursing Students’ Education from Traditional Classroom to Online Education during the COVID-19 Pandemic: A Case Study Applied to the Meleis Trial

Abstract Background Despite the advantages of using active learning strategies in nursing education, researchers have rarely investigated how such pedagogic approaches can be used to assess students or how interactive examinations can be modified depending on circumstances of practice (e.g., in online education). Aims The aim was to compare three interactive examination designs, all based on active learning pedagogy, in terms of nursing students’ engagement and preparedness, their learning achievement, and instructional aspects. Methods A comparative research design was used including final-year undergraduate nursing students. All students were enrolled in a quality improvement course at a metropolitan university in Sweden. In this comparative study to evaluate three course layouts, participants (Cohort 1, n = 89; Cohort 2, n = 97; Cohort 3, n = 60) completed different examinations assessing the same course content and learning objectives, after which they evaluated the examinations on a questionnaire in numerical and free-text responses. Chi-squared tests were conducted to compare background variables between the cohorts and Kruskal–Wallis H tests to assess numerical differences in experiences between cohorts. Following the guidelines of the Good Reporting of a Mixed Methods Study (GRAMMS), a sequential mixed-methods analysis was performed on the quantitative findings, and the qualitative findings were used complementary to support the interpretation of the quantitative results. Results The 246 students who completed the questionnaire generally appreciated the interactive examination in active learning classrooms. Among significant differences in the results, Cohort 2 (e.g., conducted the examination on campus) scored highest for overall positive experience and engagement, whereas Cohort 3 (e.g., conducted the examination online) scored the lowest. Students in Cohort 3 generally commended the online examination’s chat function available for use during the examination. Conclusions Interactive examinations for nursing students succeed when they are campus-based, focus on student preparation, and provide the necessary time to be completed.

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Barriers and facilitators to online medical and nursing education during the COVID-19 pandemic: perspectives from international students from low- and middle-income countries and their teaching staff

Human Resources for Health ◽

10.1186/s12960-021-00609-9 ◽

2021 ◽

Vol 19 (1) ◽

Author(s):

Wen Li ◽

Robyn Gillies ◽

Mingyu He ◽

Changhao Wu ◽

Shenjun Liu ◽

...

Keyword(s):

Nursing Students ◽

Online Education ◽

Response Rate ◽

International Medical ◽

Teaching Staff ◽

Middle Income ◽

Middle Income Countries ◽

Education Satisfaction ◽

Education In China ◽

Low And Middle Income

Abstract Background The COVID-19 pandemic posed a huge challenge to the education systems worldwide, forcing many countries to provisionally close educational institutions and deliver courses fully online. The aim of this study was to explore the quality of the online education in China for international medical and nursing students from low- and middle-income countries (LMICs) as well as the factors that influenced their satisfaction with online education during the COVID-19 pandemic. Methods Questionnaires were developed and administered to 316 international medical and nursing students and 120 teachers at a university in China. The Chi-square test was used to detect the influence of participants’ personal characteristics on their satisfaction with online education. The Kruskal–Wallis rank-sum test was employed to identify the negative and positive factors influencing the online education satisfaction. A binary logistic regression model was performed for multiple-factor analysis to determine the association of the different categories of influential factors—crisis-, learner-, instructor-, and course-related categories, with the online education satisfaction. Results Overall, 230 students (response rate 72.8%) and 95 teachers (response rate 79.2%) completed the survey. It was found that 36.5% of students and 61.1% of teachers were satisfied with the online education. Teachers’ professional title, students’ year of study, continent of origin and location of current residence significantly influenced the online education satisfaction. The most influential barrier for students was the severity of the COVID-19 situation and for teachers it was the sense of distance. The most influential facilitating factor for students was a well-accomplished course assignment and for teachers it was the successful administration of the online courses. Conclusions Several key factors have been identified that affected the attitudes of international health science students from LMICs and their teachers towards online education in China during the COVID-19 pandemic. To improve the online education outcome, medical schools are advised to promote the facilitating factors and cope with the barriers, by providing support for students and teaching faculties to deal with the anxiety caused by the pandemic, caring for the state of mind of in-China students away from home, maintaining the engagement of out-China students studying from afar and enhancing collaborations with overseas institutions to create practice opportunities at students’ local places.

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Immersive Learning Environments at Scale: Constraints and Opportunities

Proceedings of the Human Factors and Ergonomics Society Annual Meeting ◽

10.1177/1071181320641278 ◽

2020 ◽

Vol 64 (1) ◽

pp. 1165-1169

Author(s):

Robert F. Siegle ◽

Rod D. Roscoe ◽

Noah L. Schroeder ◽

Scotty D. Craig

Keyword(s):

Online Education ◽

Learning Environments ◽

Online Courses ◽

Learning Opportunities ◽

Traditional Classroom ◽

Educational Systems ◽

Virtual Reality Technology ◽

Immersive Learning ◽

Potential Benefits ◽

Theoretical Paper

The expansion of online education into massive open online courses (MOOCs) and equipment have created a unique opportunity for delivering immersive learning experiences at scale. However, although the inclusivity of the MOOC ecosystem can be commended, many online courses lack key benefits associated with traditional classroom environments: immersive, engaging, and team-driven learning opportunities. Immersive learning environments (ILEs) address these educational gaps but has not been able to operate at the broad scale that MOOCs offer. Importantly, ILEs address opportunities missing from MOOC systems, they add unique learning opportunities that would also be missing in a traditional classroom. The inclusion of this virtual reality technology is pivotal topic for educational research. This theoretical paper will briefly define immersive learning environments and the potential benefits of incorporating immersive learning environments into scalable educational systems. We will also consider developers constraints on creating these online ecosystem and suggested strategies for overcoming them.

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Blended learning in medical physiology improves nursing students’ study efficiency

AJP Advances in Physiology Education ◽

10.1152/advan.00021.2018 ◽

2018 ◽

Vol 42 (4) ◽

pp. 711-717 ◽

Cited By ~ 4

Author(s):

Feifei Shang ◽

Chuan-Yong Liu

Keyword(s):

Nursing Students ◽

Student Performance ◽

Communication Networks ◽

Rapid Development ◽

Independent Study ◽

Traditional Classroom ◽

Online Course ◽

University Campuses ◽

College And University ◽

Blended Course

The rapid development of mobile phones and communication networks is profoundly changing the lives of people in China. With the gradual growth of Wi-Fi on college and university campuses, Chinese schools are setting off a wave of teaching reform combining online material with traditional classroom instruction. We adapted a Chinese University massive open online course physiology course into a private university online course, specifically designed for second-semester bachelor’s level nursing students at Taishan Medical University. This online course blended with classroom teaching was offered to 108 freshmen from two parallel reform classes. A third class of 55 students was offered the traditional classroom lecture-based course as a control. Impressive teaching effects were achieved in reform classes, as indicated by significant improvement in student performance on the final examination and positive student feedback. The student surveys showed that 68% of students preferred the blended course over traditional classroom courses. The most highly rated advantages of the blended course were flexible learning time (84%) and improvement of independent study skills (75%). As higher education enters the internet era, exploiting the high-quality cyber resources may be the fastest and most economical way to improve teaching efficiency and enhance students’ study experience.

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Stress in nursing students: an Indonesian pilot case study

International Journal of Research in Medical Sciences ◽

10.18203/2320-6012.ijrms20151527 ◽

2015 ◽

pp. S92-S96

Author(s):

Imelda Ritonga ◽

Sarida Manurung ◽

Hedy Tan

Keyword(s):

Nursing Students

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Researching online communities of inquiry through digital ethnography

SHS Web of Conferences ◽

10.1051/shsconf/202110201006 ◽

2021 ◽

Vol 102 ◽

pp. 01006

Author(s):

Neil Johnson

Keyword(s):

Online Learning ◽

Online Education ◽

Online Communities ◽

Online Community ◽

Study Data ◽

Digital Ethnography ◽

Use Of Technology ◽

Ethnographic Data ◽

Communities Of Inquiry

Research into providing effective online education has suggested an important goal for instructors is the creation of an online community of inquiry (CoI) where social, cognitive, and teacher presence are all important aspects of successful online learning. With reference to a recent reflective practice case study, this paper describes ways that the research on online communities of inquiry may be enriched through the use of digital ethnography. In the target reflective case study, data analysis tasks were designed and presented in an online VoiceThread site, promoting dialogic and multimodal engagement with data from actual research studies that are central to the module theme in teacher education. Interaction around these tasks is coded using the CoI framework. Ethnographic data from the participants was collected and coded using qualitative research protocols to contextualise the interaction data and provide a clearer understanding of how participants had come together throughout the module. The ethnographic data revealed some interesting concerns with online learning, including the use of technology as a barrier to participation.

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Conventional Education & Online Education in Engineering: A Case Study

Journal of Physics Conference Series ◽

10.1088/1742-6596/1797/1/012069 ◽

2021 ◽

Vol 1797 (1) ◽

pp. 012069

Author(s):

Sucharita Bhattacharyya ◽

Anup Kumar Thander

Keyword(s):

Online Education

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Pilot Study to Explore the Use of Mobile Spaced Learning as a Digital Learning Platform When Teaching Symptom Management to Undergraduate Nursing Students: Splendids Study

10.21203/rs.3.rs-369238/v1 ◽

2021 ◽

Author(s):

Clare Mc Veigh ◽

Susan Carlisle ◽

Matt Birch ◽

Lindsay Ace ◽

Christine Oliver ◽

...

Keyword(s):

Pilot Study ◽

Nursing Students ◽

Online Education ◽

Symptom Management ◽

Learning Material ◽

Undergraduate Nursing Students ◽

Undergraduate Nursing ◽

Spaced Learning ◽

Learning Platform ◽

The Impact

Abstract Background: The management of patients’ holistic symptom needs are often complex and challenging. The education needs of undergraduate nursing students must be optimally addressed to have a significant positive impact on patient care. Mobile spaced learning has been recognised as a form of online education which can provide a novel approach to delivering effective evidence based healthcare education to undergraduate students. The objective of this pilot study was to explore the experiences of undergraduate nursing students in a university setting, of using mobile spaced learning as a digital platform for symptom management education.Methods: This pilot study used a mixed methods approach. Online spaced learning material, which utilised both case based scenarios and multiple choice questions, was delivered to first year undergraduate nursing students over a period of 2 weeks. Participants were then invited to participate in an online survey related to the usability of mobile spaced learning. A focus group was conducted to further explore the participants’ views.Results: Findings conveyed that students viewed mobile spaced learning as an acceptable platform that enhanced both their learning and their ability to transfer knowledge into clinical practice. Conclusions: Implementation of a digital spaced learning intervention would be acceptable to undergraduate nursing students learning about holistic symptom management. Further research is needed to explore the feasibility of implementing this intervention within the undergraduate nursing curriculum, and also to explore the impact on long-term knowledge retention.

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Az iskolai digitális átállás gyakorlati megvalósítása: esettanulmány egy új típusú tanulási környezet kialakítására

Opus et Educatio ◽

10.3311/ope.434 ◽

2021 ◽

Vol 8 (2) ◽

Author(s):

Mariann Lovász-Fűtő

Keyword(s):

Online Education ◽

Educational System ◽

Theoretical Background ◽

Background Material ◽

Didactic Issues

2020 márciusában Magyarországon is központilag elrendelték az online oktatásra való átállást a világszerte egyre inkább terjedő SARS-CoV-2 koronavírus terjedése miatt. Ez a digitális átállás szükségszerű változást indukált a magyar oktatási rendszerben. Sok didaktikai kérdés, probléma, akadály merült fel ennek kapcsán, melyre megoldást kellett találni, hogy működjön. Esettanulmányomban ezeket vizsgálom meg, s kísérletet teszek arra, hogy a gyakorlatból hozott példákkal megválaszoljam, s elméleti háttéranyaggal is alátámasszam.In March 2020, the transition to online education was also ordered centrally in Hungary due to the spreading of the SARS-CoV-2 coronavirus. This digital switchover has induced a necessary change in the Hungarian educational system. Many didactic issues, problems, obstacles arose in connection with this, and a functioning solution had to be found for it. In my case study, I examine these and make an attempt to answer them with examples from practice, and I also support them with theoretical background material.

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