English Department, Faculty of Paramedical Sciences, Shiraz University of Medical Sciences, Shiraz, 86688-74616, Iran.
Department of Medical Surgical Nursing, School of Nursing, Fasa University of Medical Sciences, Fasa, Iran.
BMC Res Notes. 2024 Nov 21;17(1):341. doi: 10.1186/s13104-024-07000-6.
There is a need to survey the quality of online education and the level of students' academic satisfaction and evaluate their learning experience to improve the quality of online education, especially for graduate students. Therefore, the present study investigated relationship between information literacy and satisfaction with quality of virtual education in Iranian nursing students during the COVID-19.
This is a cross-sectional descriptive study that was conducted on 80 nursing master's students who were enrolled in the study using convenience sampling. This study was conducted using data collection tools including four questionnaires of demographic information, quality of online education, academic satisfaction, and educational information literacy of the learning and study strategies inventory (LASSI).
The mean score of the Iranian nursing students' information literacy was 63.78 ± 9.14, and that of their quality of virtual education was 151.72 ± 22.93. In addition, their mean score of satisfaction with virtual education was found to be 70.29 ± 25.77, respectively. The results showed that there was a direct correlation between information literacy on the one hand and quality of virtual education (r = 0.78, p < 0.001) and satisfaction with virtual education (r = 0.73, p < 0.001).
According to the results of the present study, given the direct relationship between information literacy and students' satisfaction with the quality of online education, it is suggested that education planners should take measures to improve the students' information literacy.
需要调查在线教育的质量和学生的学术满意度水平，并评估他们的学习体验，以提高在线教育质量，尤其是针对研究生。因此，本研究调查了 COVID-19 期间伊朗护理专业研究生的信息素养与虚拟教育质量满意度之间的关系。
这是一项横断面描述性研究，使用便利抽样法对 80 名护理硕士研究生进行了研究。本研究使用了包括人口统计学信息、在线教育质量、学术满意度和学习策略清单（LASSI）教育信息素养在内的四个问卷进行数据收集。
伊朗护理专业学生的信息素养平均得分为 63.78±9.14，虚拟教育质量平均得分为 151.72±22.93。此外，他们对虚拟教育的满意度平均得分为 70.29±25.77。结果表明，信息素养与虚拟教育质量（r=0.78，p<0.001）和虚拟教育满意度（r=0.73，p<0.001）之间存在直接相关性。
根据本研究的结果，鉴于信息素养与学生对在线教育质量的满意度之间存在直接关系，建议教育规划者应采取措施提高学生的信息素养。
