College of Nursing, Gerontological Health Research in Institute of Health Sciences, Gyeongsang National University, Jinju, Republic of Korea.
College of Nursing, Gerontological Health Research in Institute of Health Sciences, Gyeongsang National University, Jinju, Republic of Korea.
Asian Nurs Res (Korean Soc Nurs Sci). 2022 Feb;16(1):35-44. doi: 10.1016/j.anr.2021.12.006. Epub 2021 Dec 30.
This study aimed to investigate the factors affecting nursing students' learning flow in COVID-19 pandemic situations through mixed-method research.
Of the 245 nursing students participating in the survey, 20 participated in a focus group interview. Quantitative data were analyzed using stepwise multiple regression analysis. Qualitative data were analyzed using content analysis.
The factors affecting the learning flow of nursing students during the COVID-19 pandemic were their self-regulated learning ability (β = .24, p = .001); learning motivation (β = .23, p = .001); self-efficacy in clinical practice (β = .14, p = .014); and lecture type, or a mixture of recorded and real-time video lectures (β = .13, p = .022). As a result of the qualitative study, eight categories and 22 subcategories were derived. The eight categories are: a lack of preparation in the starting of virtual classes, adapting and growing in a new learning environment, enhancing nursing knowledge and skills through virtual clinical training, self-regulation difficulties when studying alone due to social distancing, difficulty concentrating when learning online, disadvantages of virtual learning, concerns about academic performance, and missing opportunities to enjoy college life.
Students attempted to discover their own learning expertise through virtual learning while concerned that they would be unable to fully establish their competence to work as actual hospital nurses due to a lack of clinical practice. In such a learning environment, systematic support and strategies are needed to increase the learning flow of nursing students.
本研究旨在通过混合方法研究，探讨影响护理学生在 COVID-19 大流行期间学习流畅性的因素。
在参与调查的 245 名护理学生中，有 20 名学生参加了焦点小组访谈。使用逐步多元回归分析对定量数据进行分析。使用内容分析法对定性数据进行分析。
影响 COVID-19 大流行期间护理学生学习流畅性的因素包括自我调节学习能力（β=0.24，p=0.001）；学习动机（β=0.23，p=0.001）；临床实践自我效能感（β=0.14，p=0.014）；以及讲座类型，或混合录制和实时视频讲座（β=0.13，p=0.022）。通过定性研究得出了八个类别和 22 个子类别。这八个类别是：虚拟课程开始时缺乏准备；在新的学习环境中适应和成长；通过虚拟临床培训增强护理知识和技能；由于社交距离，独自学习时自我调节困难；在线学习时注意力难以集中；虚拟学习的劣势；对学业成绩的担忧；以及错过享受大学生活的机会。
学生试图通过虚拟学习发现自己的学习专长，同时担心由于缺乏临床实践，他们将无法充分建立作为实际医院护士的能力。在这种学习环境中，需要系统的支持和策略来提高护理学生的学习流畅性。
