Rohde Gudrun, Johannessen Berit, Maaseide Markus, Flateland Sylvi, Skisland Anne V, Moi Ellen B, Haraldstad Kristin
Department of Health and Nursing, Faculty of Health and Sport Sciences, University of Agder, Postbox 422, 4604, Kristiansand, Norway.
Department of Clinical Research, Sorlandet Hospital, Kristiansand, Norway.
BMC Nurs. 2022 Jul 1;21(1):172. doi: 10.1186/s12912-022-00955-6.
The COVID-19 pandemic mandated the reconstruction of educational programs globally. For nursing students in need of practical learning and training as a part of their curriculum, the pandemic also caused restrictions and alterations in practical placements and limited access to simulation training at campuses. The aim of this study is therefore, to describe and explore how the COVID- 19 pandemic influenced baccalaureate nursing students' experiences of learning and their social life as a student.
We used a mixed method study design including quantitative data from one of the universities (University of Agder) from a national Norwegian survey of baccalaureate nursing students and qualitative data from focus-group interviews from the same university. The quantitative survey included 396 baccalaureate nursing students (response rate, 46%). We arranged five focus groups with a total of 23 students (15 females and 8 males). The students took part in one of the focus-group interviews. The quantitative data were analyzed using chi-square test for categorical data and ANOVA tests for continuous data, while the qualitative data were analyzed using Systematic Text Condensation and an editing analysis style.
Most students (70%) were concerned about the quality of the education program. In clinical placement, 83% of students had cared for patients with confirmed COVID-19 or unclear COVID-19 status. The qualitative data revealed three main themes: missing the social dimension of learning; worries and challenges in clinical placement; and experiencing normal instructive days in clinical placement. The general picture emerging from our analysis is the importance of social interactions for learning.
As the COVID-19 pandemic continues, our findings of students' worries about the quality of the education program and not reaching learning outcomes must be taken into consideration. Social interaction is considered crucial and fundamental for student learning. A follow-up study following baccalaureate completion is necessary to explore the consequences over time of disrupted education.
新冠疫情促使全球教育项目进行重构。对于作为课程一部分需要实践学习和培训的护理专业学生而言，疫情也导致了实践实习的限制与变更，且校园模拟培训的机会有限。因此，本研究的目的是描述和探讨新冠疫情如何影响护理学本科学生的学习体验及其作为学生的社交生活。
我们采用了混合方法研究设计，包括来自挪威一所大学（阿格德大学）的全国护理学本科学生调查中的定量数据，以及同一所大学焦点小组访谈中的定性数据。定量调查包括396名护理学本科学生（回复率为46%）。我们安排了五个焦点小组，共有23名学生（15名女生和8名男生）参与。这些学生参加了其中一个焦点小组访谈。定量数据采用卡方检验分析分类数据，采用方差分析检验连续数据，而定性数据采用系统文本浓缩和编辑分析方式进行分析。
大多数学生（70%）担心教育项目的质量。在临床实习中，83%的学生护理过新冠确诊患者或新冠病情不明的患者。定性数据揭示了三个主要主题：错过学习的社交层面；临床实习中的担忧与挑战；以及在临床实习中体验正常的教学日。我们分析得出的总体情况是社交互动对学习的重要性。
随着新冠疫情持续，我们关于学生对教育项目质量的担忧以及未能达成学习成果的研究结果必须予以考虑。社交互动被认为对学生学习至关重要且具有根本性。有必要在护理学本科毕业后进行后续研究，以探讨教育中断随时间推移产生的后果。
