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The Experiences of Nursing Students towards Distance Education during the COVID-19 Pandemic

Year 2021, Volume: 5 Issue: 10, 106 - 117, 01.10.2021
https://doi.org/10.31458/iejes.942443

Abstract

With the emergency crisis management due to the COVID-19, in many countries around the world, the education system structured according to formal education has been tailored to the distance education system This study was carried out to comprehensively investigate and understand the experiences of nursing students towards web-based education in Turkey, which is applying distance education today due to the COVID-19 pandemic. This study was conducted as a qualitative study with a Hermeneutic phenomenological framework. Data collection was terminated when data saturation was reached. The sample of the study consisted of 14 student nurses. The data were evaluated using Van Manen's thematic analysis method. The analysis of the data revealed three themes: "COVID-19 and the distance education that comes with it", "barriers to distance education", and "dilemmas regarding distance education in terms of nursing education". In the study, nursing students perceived personal, infrastructural, technical equipment, and pedagogical barriers to distance education. Although students were aware of some of the opportunities offered by distance education, they defined the lack of clinical practice as an important deficiency and inadequacy in terms of nursing education and stated that they were worried about this issue. In terms of the successful applicability of distance education in nursing education, it is important to be aware of the barriers and to try to reduce them, and to increase strategies that will strengthen clinical learning as an alternative to clinical education, which is an integral part of nursing education.

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References

  • Aristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N., & Umek, L. (2020). Impacts of the COVID-19 pandemic on life of higher education students: A global perspective. Sustainability, 12(20), 8438. https://doi.org/10.3390/su12208438
  • Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., . . . Olcott Jr, D. (2020). A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1-126.
  • Cao, W., Fang, Z., Hou, G., Han, M., Xu, X., Dong, J., & Zheng, J. (2020). The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Research, 287, 112934.
  • Carolan, C., Davies, C. L., Crookes, P., McGhee, S., & Roxburgh, M. (2020). COVID 19: Disruptive impacts and transformative opportunities in undergraduate nurse education. Nurse Education in Practice, 46, 102807.
  • CoHE. (2020). Retrieved from https://www.yok.gov.tr/Sayfalar/Haberler/2020/YKS%20Ertelenmesi%20Bas%C4%B1n%20A%C3%A7%C4%B1klamas%C4
  • Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., . . . Lam, S. (2020). COVID-19: 20 countries' higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1), 1-20.
  • Diab, G., & Elgahsh, N. F. (2020). E-learning during COVID-19 pandemic: Obstacles faced nursing students and its effect on their attitudes while applying it. American Journal of Nursing, 9(4), 300-314.
  • Fitzgerald, A. (2020). Professional identity: A concept analysis. Nursing Forum,55,447-472.
  • Gopalan, V., Bakar, J. A. A., Zulkifli, A. N., Alwi, A., & Mat, R. C. (2017). A review of the motivation theories in learning. AIP Conference Proceedings 1891, 020043.
  • Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27, 1-12.
  • Lall, P., Rees, R., Law, G. C. Y., Dunleavy, G., Cotič, Ž., & Car, J. (2019). Influences on the implementation of mobile learning for medical and nursing education: qualitative systematic review by the digital health education collaboration. Journal of Medical Internet Research, 21(2), e12895.
  • Langegård, U., Kiani, K., Nielsen, S. J., & Svensson, P.-A. (2021). Nursing students’ experiences of a pedagogical transition from campus learning to distance learning using digital tools. BMC Nursing, 20(1), 1-10.
  • Laverty, S. M. (2003). Hermeneutic phenomenology and phenomenology: A comparison of historical and methodological considerations. International Journal of Qualitative Methods, 2(3), 21-35.
  • Lowery, B., & Spector, N. (2014). Regulatory implications and recommendations for distance education in prelicensure nursing programs. Journal of Nursing Regulation, 5(3), 24-33.
  • Mahmodi, M., & Jalali Moghadam, M. (2019). The correlation between students’ attitudes and persistence in e-learning. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 10(2), 30-38.
  • McCutcheon, K., Lohan, M., Traynor, M., & Martin, D. (2015). A systematic review evaluating the impact of online or blended learning vs. face‐to‐face learning of clinical skills in undergraduate nurse education. Journal of Advanced Nursing, 71(2), 255-270. Moore, M. G (Ed). (2013). Handbook of distance education. New York: Routledge.
  • Mofijur, M., Fattah, I. R., Alam, M. A., Islam, A. S., Ong, H. C., Rahman, S. A., . . . Mahlia, T. (2021). Impact of COVID-19 on the social, economic, environmental and energy domains: Lessons learnt from a global pandemic. Sustainable Production and Consumption, 26, 343-359.
  • Morin, K. H. (2020). Nursing education after COVID‐19: Same or different?. J Clin Nurs, 29, 3117–3119.
  • Peloso, R. M., Ferruzzi, F., Mori, A. A., Camacho, D. P., Franzin, L. C. d. S., Margioto Teston, A. P., & Freitas, K. M. S. (2020). Notes from the field: concerns of health-related higher education students in Brazil pertaining to distance learning during the coronavirus pandemic. Evaluation & the Health Professions, 43(3), 201-203.
  • Pimmer, C., Brühlmann, F., Odetola, T. D., Dipeolu, O., Gröhbiel, U., & Ajuwon, A. J. (2018). Instant messaging and nursing students' clinical learning experience. Nurse Education Today, 64, 119-124.
  • Ramos-Morcillo, A. J., Leal-Costa, C., Moral-García, J. E., & Ruzafa-Martínez, M. (2020). Experiences of nursing students during the abrupt change from face-to-face to e-learning education during the first month of confinement due to COVID-19 in Spain. International Journal of Environmental Research and Public Health, 17(15), 5519.
  • Savitsky, B., Findling, Y., Ereli, A., & Hendel, T. (2020). Anxiety and coping strategies among nursing students during the covid-19 pandemic. Nurse Education in Practice, 46, 102809.
  • Simonson, M., Zvacek, S. M., & Smaldino, S. (2019). Teaching and learning at a distance: foundations of distance education (7th Edition). North Carolina: Information Age Publishing.
  • Telli, S.G., & Altun, D. (2020). The coronavirus and the rising of online education. Journal of University Research, 3(1), 25-34.
  • Vlachopoulos, D., & Makri, A. (2019). Online communication and interaction in distance higher education: A framework study of good practice. International Review of Education, 65(4), 605-632.
  • Zolfaghari, M., Negarandeh, R., & Eybpoosh, S. (2013). Developing a blended learning program for nursing and midwifery students in Iran: process and preliminary outcomes. Iranian journal of nursing and Midwifery Research, 18(1), 20-26.

The Experiences of Nursing Students towards Distance Education during the COVID-19 Pandemic

Year 2021, Volume: 5 Issue: 10, 106 - 117, 01.10.2021
https://doi.org/10.31458/iejes.942443

Abstract

With the emergency crisis management due to the COVID-19, in many countries around the world, the education system structured according to formal education has been tailored to the distance education system This study was carried out to comprehensively investigate and understand the experiences of nursing students towards web-based education in Turkey, which is applying distance education today due to the COVID-19 pandemic. This study was conducted as a qualitative study with a Hermeneutic phenomenological framework. Data collection was terminated when data saturation was reached. The sample of the study consisted of 14 student nurses. The data were evaluated using Van Manen's thematic analysis method. The analysis of the data revealed three themes: "COVID-19 and the distance education that comes with it", "barriers to distance education", and "dilemmas regarding distance education in terms of nursing education". In the study, nursing students perceived personal, infrastructural, technical equipment, and pedagogical barriers to distance education. Although students were aware of some of the opportunities offered by distance education, they defined the lack of clinical practice as an important deficiency and inadequacy in terms of nursing education and stated that they were worried about this issue. In terms of the successful applicability of distance education in nursing education, it is important to be aware of the barriers and to try to reduce them, and to increase strategies that will strengthen clinical learning as an alternative to clinical education, which is an integral part of nursing education.

Project Number

-

References

  • Aristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N., & Umek, L. (2020). Impacts of the COVID-19 pandemic on life of higher education students: A global perspective. Sustainability, 12(20), 8438. https://doi.org/10.3390/su12208438
  • Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., . . . Olcott Jr, D. (2020). A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1-126.
  • Cao, W., Fang, Z., Hou, G., Han, M., Xu, X., Dong, J., & Zheng, J. (2020). The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Research, 287, 112934.
  • Carolan, C., Davies, C. L., Crookes, P., McGhee, S., & Roxburgh, M. (2020). COVID 19: Disruptive impacts and transformative opportunities in undergraduate nurse education. Nurse Education in Practice, 46, 102807.
  • CoHE. (2020). Retrieved from https://www.yok.gov.tr/Sayfalar/Haberler/2020/YKS%20Ertelenmesi%20Bas%C4%B1n%20A%C3%A7%C4%B1klamas%C4
  • Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., . . . Lam, S. (2020). COVID-19: 20 countries' higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1), 1-20.
  • Diab, G., & Elgahsh, N. F. (2020). E-learning during COVID-19 pandemic: Obstacles faced nursing students and its effect on their attitudes while applying it. American Journal of Nursing, 9(4), 300-314.
  • Fitzgerald, A. (2020). Professional identity: A concept analysis. Nursing Forum,55,447-472.
  • Gopalan, V., Bakar, J. A. A., Zulkifli, A. N., Alwi, A., & Mat, R. C. (2017). A review of the motivation theories in learning. AIP Conference Proceedings 1891, 020043.
  • Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27, 1-12.
  • Lall, P., Rees, R., Law, G. C. Y., Dunleavy, G., Cotič, Ž., & Car, J. (2019). Influences on the implementation of mobile learning for medical and nursing education: qualitative systematic review by the digital health education collaboration. Journal of Medical Internet Research, 21(2), e12895.
  • Langegård, U., Kiani, K., Nielsen, S. J., & Svensson, P.-A. (2021). Nursing students’ experiences of a pedagogical transition from campus learning to distance learning using digital tools. BMC Nursing, 20(1), 1-10.
  • Laverty, S. M. (2003). Hermeneutic phenomenology and phenomenology: A comparison of historical and methodological considerations. International Journal of Qualitative Methods, 2(3), 21-35.
  • Lowery, B., & Spector, N. (2014). Regulatory implications and recommendations for distance education in prelicensure nursing programs. Journal of Nursing Regulation, 5(3), 24-33.
  • Mahmodi, M., & Jalali Moghadam, M. (2019). The correlation between students’ attitudes and persistence in e-learning. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 10(2), 30-38.
  • McCutcheon, K., Lohan, M., Traynor, M., & Martin, D. (2015). A systematic review evaluating the impact of online or blended learning vs. face‐to‐face learning of clinical skills in undergraduate nurse education. Journal of Advanced Nursing, 71(2), 255-270. Moore, M. G (Ed). (2013). Handbook of distance education. New York: Routledge.
  • Mofijur, M., Fattah, I. R., Alam, M. A., Islam, A. S., Ong, H. C., Rahman, S. A., . . . Mahlia, T. (2021). Impact of COVID-19 on the social, economic, environmental and energy domains: Lessons learnt from a global pandemic. Sustainable Production and Consumption, 26, 343-359.
  • Morin, K. H. (2020). Nursing education after COVID‐19: Same or different?. J Clin Nurs, 29, 3117–3119.
  • Peloso, R. M., Ferruzzi, F., Mori, A. A., Camacho, D. P., Franzin, L. C. d. S., Margioto Teston, A. P., & Freitas, K. M. S. (2020). Notes from the field: concerns of health-related higher education students in Brazil pertaining to distance learning during the coronavirus pandemic. Evaluation & the Health Professions, 43(3), 201-203.
  • Pimmer, C., Brühlmann, F., Odetola, T. D., Dipeolu, O., Gröhbiel, U., & Ajuwon, A. J. (2018). Instant messaging and nursing students' clinical learning experience. Nurse Education Today, 64, 119-124.
  • Ramos-Morcillo, A. J., Leal-Costa, C., Moral-García, J. E., & Ruzafa-Martínez, M. (2020). Experiences of nursing students during the abrupt change from face-to-face to e-learning education during the first month of confinement due to COVID-19 in Spain. International Journal of Environmental Research and Public Health, 17(15), 5519.
  • Savitsky, B., Findling, Y., Ereli, A., & Hendel, T. (2020). Anxiety and coping strategies among nursing students during the covid-19 pandemic. Nurse Education in Practice, 46, 102809.
  • Simonson, M., Zvacek, S. M., & Smaldino, S. (2019). Teaching and learning at a distance: foundations of distance education (7th Edition). North Carolina: Information Age Publishing.
  • Telli, S.G., & Altun, D. (2020). The coronavirus and the rising of online education. Journal of University Research, 3(1), 25-34.
  • Vlachopoulos, D., & Makri, A. (2019). Online communication and interaction in distance higher education: A framework study of good practice. International Review of Education, 65(4), 605-632.
  • Zolfaghari, M., Negarandeh, R., & Eybpoosh, S. (2013). Developing a blended learning program for nursing and midwifery students in Iran: process and preliminary outcomes. Iranian journal of nursing and Midwifery Research, 18(1), 20-26.
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Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

İlknur Özkan 0000-0002-0826-5682

Secil Taylan 0000-0002-7243-0734

Emine İlaslan 0000-0003-2630-6617

Project Number -
Publication Date October 1, 2021
Submission Date May 25, 2021
Published in Issue Year 2021 Volume: 5 Issue: 10

Cite

APA Özkan, İ., Taylan, S., & İlaslan, E. (2021). The Experiences of Nursing Students towards Distance Education during the COVID-19 Pandemic. International E-Journal of Educational Studies, 5(10), 106-117. https://doi.org/10.31458/iejes.942443

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