护理专业学生在新冠疫情期间远程学习的体验。
Nursing student experiences of remote learning during the COVID-19 pandemic.
机构信息
School of Nursing, Pacific Lutheran University, Tacoma, Washington, USA.
Department of Adult, College of Nursing and Health Sciences, University of Massachusetts Dartmouth, North Dartmouth, Massachusetts, USA.
出版信息
Nurs Forum. 2021 Jul;56(3):612-618. doi: 10.1111/nuf.12568. Epub 2021 Mar 17.
BACKGROUND
The emergence of the COVID-19 pandemic resulted in a sudden transition to remote learning. These circumstances presented many challenges for higher education faculty and students around the world but especially for nursing education programs which are traditionally conducted in a face-to-face learning environment that includes hands-on experiential learning.
METHODS
Guided by Meleis' Transition Theory, a qualitative descriptive design was utilized to explore prelicensure nursing students' experiences of the transition to remote learning during the Spring 2020 semester. Participants were recruited from one baccalaureate program in the Pacific Northwestern United States. Interviews were conducted and transcribed using a web conferencing platform. Data were analyzed using Colaizzi's phenomenological reduction.
RESULTS
Eleven students participated. Interviews revealed four overarching themes: technological challenges, academic relationship changes, role stress and strain, and resilience.
CONCLUSION
The sudden transition to remote learning resulted in a number of challenges for nursing students. Despite these challenges, students demonstrated a remarkable sense of resilience and perseverance. Faculty have an opportunity to address student stressors and design remote courses in such a way to facilitate student engagement and community building.
背景
COVID-19 大流行的出现导致远程学习的突然出现。这些情况给世界各地的高等教育教师和学生带来了许多挑战，但对护理教育项目来说尤其如此，因为护理教育项目传统上是在面对面的学习环境中进行的，包括实践经验学习。
方法
在 Meleis 过渡理论的指导下，采用定性描述性设计来探索 2020 年春季学期，准护理学生在过渡到远程学习时的经历。参与者是从美国西北太平洋地区的一个学士学位课程中招募的。使用网络会议平台进行访谈并转录。使用 Colaizzi 的现象学还原法对数据进行分析。
结果
11 名学生参加了。访谈揭示了四个总体主题：技术挑战、学术关系变化、角色压力和紧张、和弹性。
结论
远程学习的突然转变给护理学生带来了许多挑战。尽管存在这些挑战，学生们表现出了非凡的适应能力和毅力。教师有机会解决学生的压力源，并以促进学生参与和社区建设的方式设计远程课程。
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