Sharif Loujain S, Fernandez-Delgado Jhan Cm, Aguilar-Altamirano Erick E, Ramírez-Ramírez Wildoro, Mahsoon Alaa, Banakhar Maram, Fernández-Sanchez Higinio
Psychiatric and Mental Health Nursing, Faculty of Nursing, King Abdulaziz University, Jeddah, Saudi Arabia.
Department of Nursing, National University of Cajamarca, Peru.
Belitung Nurs J. 2025 May 27;11(3):314-320. doi: 10.33546/bnj.3762. eCollection 2025.
Virtual teaching has become an essential component of nursing education today, but its impact on practical courses remains unexplored. There is a need to understand how the quality of virtual teaching influences both academic performance and student satisfaction.
This study aims to explore how nursing students' satisfaction and academic performance in practical courses relate to the quality of virtual teaching in a Peruvian university in 2023.
A descriptive cross-sectional correlational study was conducted by surveying 125 nursing students in northern Peru from March to May 2023. The data were collected using the Online Education Scale and Academic Satisfaction Scale. Academic performance was assessed through documentary analysis of the students' general averages, and Kendall's tau-b test was used to assess the relationship. Additionally, Pearson's Chi-square test and both bivariate and multivariate logistic regression analyses were conducted to obtain more precise relationships.
The study found that 54.4% of nursing students rated virtual teaching quality as low, with the same percentage reporting low satisfaction and 59.2% having low academic performance. Virtual teaching quality was positively correlated with satisfaction (τb = 0.415, <0.01) and negatively with academic performance (τb = -0.176, = 0.043). Pearson's Chi-square and logistic regression showed significant relationships in several virtual teaching dimensions. Virtual collaborative teaching and development of virtual capabilities were rated low by 72.8% and 60.8% of students, respectively. Both had significant odds ratios (COR: 4.1, AOR: 3.8, = 0.012 and COR: 3.8, AOR: 3.5, = 0.010). Virtual resources and accompaniment showed moderate ratings, with significant results for virtual resources (COR: 1.5, AOR: 1.3, <0.001) and virtual accompaniment (COR: 1.2, AOR: 1.0, = 0.040).
This study revealed that poor-quality virtual teaching negatively impacted nursing students in Peru, leading to reduced satisfaction and academic performance. The positive correlation between teaching quality and satisfaction suggests that improving virtual teaching could enhance student satisfaction. However, the negative correlation with academic performance highlights challenges in adapting practical nursing education to virtual formats. Improving virtual methodologies and exploring innovative strategies, such as hybrid learning models, are essential for improving outcomes in nursing education.
虚拟教学已成为当今护理教育的重要组成部分，但其对实践课程的影响仍未得到探索。有必要了解虚拟教学质量如何影响学业成绩和学生满意度。
本研究旨在探讨2023年秘鲁一所大学护理专业学生在实践课程中的满意度和学业成绩与虚拟教学质量之间的关系。
2023年3月至5月，对秘鲁北部的125名护理专业学生进行了调查，开展了一项描述性横断面相关性研究。使用在线教育量表和学业满意度量表收集数据。通过对学生总体平均成绩的文献分析评估学业成绩，并使用肯德尔tau-b检验评估两者之间的关系。此外，还进行了皮尔逊卡方检验以及双变量和多变量逻辑回归分析，以获得更精确的关系。
研究发现，54.4%的护理专业学生将虚拟教学质量评为低水平，同样比例的学生表示满意度低，59.2%的学生学业成绩低。虚拟教学质量与满意度呈正相关（τb = 0.415，P <0.01），与学业成绩呈负相关（τb = -0.176，P = 0.043）。皮尔逊卡方检验和逻辑回归显示，在几个虚拟教学维度上存在显著关系。分别有72.8%和60.8%的学生对虚拟协作教学和虚拟能力发展的评价较低。两者的优势比均显著（校正优势比：4.1，调整后优势比：3.8，P = 0.012；校正优势比：3.8，调整后优势比：3.5，P = 0.010）。虚拟资源和辅导的评价中等，虚拟资源（校正优势比：1.5，调整后优势比：1.3，P <0.001）和虚拟辅导（校正优势比：1.2，调整后优势比：1.0，P = 0.040）的结果显著。
本研究表明，低质量的虚拟教学对秘鲁的护理专业学生产生了负面影响，导致满意度和学业成绩下降。教学质量与满意度之间的正相关表明，改善虚拟教学可以提高学生满意度。然而，与学业成绩的负相关突出了将实践护理教育适应虚拟形式的挑战。改进虚拟教学方法并探索创新策略，如混合学习模式，对于提高护理教育成果至关重要。
