Alnaeem Mohammad M, Atallah Alaa Abu, Alhadidi Majdi, Salameh Iyad, Al-Mugheed Khalid, Alzoubi Majdi M, Alabdullah Amany Anwar Saeed, Abdelaliem Sally Mohammed Farghaly
School of Nursing, Al-Zaytoonah University of Jordan, Amman, Jordan.
The University of Jordan, Amman, Jordan.
BMC Nurs. 2024 Oct 2;23(1):710. doi: 10.1186/s12912-024-02354-5.
Nursing students manifest a distinct level of intellect and comprehension, impacting their attitudes and perceived significance of distance learning in education. This study examined the attitudes, perceived value, and academic motivation surrounding distance learning among Jordanian nursing students, offering insights crucial to optimizing their educational journey.
A descriptive cross-sectional design was used. A convenience sample of 298 undergraduate Jordanian nursing students was recruited from two public universities in rural cities in south Jordan. Data were collected via self-reported instruments (June 2022 to August 2022). A Pearson correlation and independent t-test were used to examine the relationship between variables.
The mean age of students was 20.9 years (SD = 1.16), and most students have a low perceived value of distance learning (n = 181, 60.7%). Most students (n = 179, 60.1%) have negative attitudes toward distance learning, and only 39.9% reflected positive attitudes. More than half of the participants (n = 166, 55.7%) reflected less academic motivation toward distance learning. Positive significant relationships were found between students' perceived value of distance learning and their attitudes and academic motivation toward distance learning; low perceived value of distance learning was related significantly with low attitudes (r = 0.844, p < 0.01) and less academic motivation toward it (r = 0.721, p < 0.01).
Nursing students' perceived value, attitudes, and academic motivation toward DL in rural regions is inadequate. Educators must provide valuable visions to expand the quality of health education in rural universities and improve health care.
护理专业学生展现出不同水平的智力和理解力，这影响着他们对远程教育在教育中的态度和认知重要性。本研究调查了约旦护理专业学生对远程教育的态度、认知价值和学习动机，为优化他们的教育历程提供了关键见解。
采用描述性横断面设计。从约旦南部农村城市的两所公立大学招募了298名本科护理专业学生作为便利样本。通过自填式问卷收集数据（2022年6月至2022年8月）。使用Pearson相关性分析和独立t检验来检验变量之间的关系。
学生的平均年龄为20.9岁（标准差=1.16），大多数学生对远程教育的认知价值较低（n=181，60.7%）。大多数学生（n=179，60.1%）对远程教育持消极态度，只有39.9%的学生持积极态度。超过一半的参与者（n=166，55.7%）对远程教育的学习动机较低。学生对远程教育的认知价值与他们对远程教育的态度和学习动机之间存在显著正相关；对远程教育的低认知价值与低态度（r=0.844，p<0.01）和对其较低的学习动机（r=0.721，p<0.01）显著相关。
农村地区护理专业学生对远程教育的认知价值、态度和学习动机不足。教育工作者必须提供有价值的愿景，以提高农村大学健康教育的质量并改善医疗保健。
