Kanagaraj Puvaneswari, Sakthivel Rajathi, Christhumary Preetha Carolin, Arulappan Judie, Matua Gerald Amandu, Subramanian Umavalli, Kanagaraj Anbueswari, Jacob Jessy, Muniyandi Hemamalini
College of Applied Medical Sciences, Bisha University, Bisha, Kingdom of Saudi Arabia.
Department of Child Health Nursing, Hindu Mission College of Nursing, Chennai, India.
SAGE Open Nurs. 2022 Dec 21;8:23779608221144933. doi: 10.1177/23779608221144933. eCollection 2022 Jan-Dec.
The COVID-19 pandemic significantly impacted the world in 2020. Every country adopted quarantine measures to prevent the transmission of the coronavirus infection. These measures resulted in dramatic changes in the daily lives of most people. In the academic world, students faced a shift from the traditional classroom-based teaching to virtual distance learning platforms. This shift in nursing education posed challenges both to the instructors and students as they were not fully prepared for this transition.
The study assessed the nursing students' satisfaction with the virtual learning experience during the COVID-19 pandemic in selected nursing colleges in India.
The study was conducted in four nursing colleges in India. A total of 1,166 Diploma, Post Basic BSc (N), BSN, and MSN nursing students participated in the study. Ethical approval was obtained from all the nursing colleges included in the study. The Google Forms satisfaction survey included student, teacher, course, technology, environmental, and practical dimensions.
The response rate was 86.31% (n = 1,166). The overall satisfaction with virtual theory and practical classes has a mean and score of 67.14 + 11 and 16.21 + 3.46, respectively. The results showed that overall 51% of the students had good satisfaction with virtual theory classes while 48% had moderate satisfaction. In terms of overall satisfaction with virtual practical classes, approximately 39% had good satisfaction, 58% had moderate satisfaction and nearly 3% had poor satisfaction. In addition, the students expressed that they had good satisfaction with Teacher dimension (64.3%), Student dimension (63%), and Course dimension (57.2%). On the contrary, they expressed poor satisfaction in the Technical dimension (11.3%) and Environmental dimension (5.6%). The results showed that the courses, the place of attending class, and health issues were significantly associated with the student's level of satisfaction with virtual learning.
Although the majority of the students rated their satisfaction level as being "good" in virtual theory classes and "moderate" in virtual practical learning, most of them were dissatisfied with the Technical and Environmental dimensions of virtual learning. This results calls for blended learning strategies to be designed to enhance better learning outcomes and, to ensure deepened level of satisfaction with virtual learning activities.
2020年，新冠疫情对全球产生了重大影响。每个国家都采取了检疫措施以防止冠状病毒感染的传播。这些措施给大多数人的日常生活带来了巨大变化。在学术界，学生们面临着从传统的课堂教学向虚拟远程学习平台的转变。护理教育的这种转变给教师和学生都带来了挑战，因为他们并未完全为这一转变做好准备。
本研究评估了印度部分护理学院的护理专业学生在新冠疫情期间对虚拟学习体验的满意度。
该研究在印度的四所护理学院开展。共有1166名护理专业学生参与了研究，他们分别是文凭护理、基础后护理学学士、护理学学士和护理学硕士。研究获得了所有参与研究的护理学院的伦理批准。谷歌表单满意度调查涵盖了学生、教师、课程、技术、环境和实践等维度。
回复率为86.31%（n = 1166）。学生对虚拟理论课和实践课的总体满意度平均得分分别为67.14 + 11和16.21 + 3.46。结果显示，总体上51%的学生对虚拟理论课满意度较高，48%的学生满意度中等。在虚拟实践课的总体满意度方面，约39%的学生满意度较高，58%的学生满意度中等，近3%的学生满意度较低。此外，学生们表示对教师维度（64.3%）、学生维度（63%）和课程维度（57.2%）满意度较高。相反，他们对技术维度（11.3%）和环境维度（5.6%）满意度较低。结果表明，课程、上课地点和健康问题与学生对虚拟学习的满意度水平显著相关。
尽管大多数学生对虚拟理论课的满意度评价为“较高”，对虚拟实践学习的满意度评价为“中等”，但他们中的大多数对虚拟学习的技术和环境维度不满意。这一结果要求设计混合学习策略，以提高学习效果，并确保对虚拟学习活动的满意度得到提升。
