The Effect of Distance Educationon the Professional Competence and Academic Motivation of Midwifery Students: A Qualitative Study

Year 2022, Volume: 5 Issue: 3, 540 - 546, 01.09.2022

Şahika Şimşek Çetinkaya , Demet Güney

https://doi.org/10.19127/bshealthscience.1106099

Cited By: 2

Abstract

With the COVID-19 pandemic, the online teaching model has been used for the first time, and this has led to significant changes in departments such as midwifery, where theory and practice are combined. This study aimed to determine the effect of distance education on the professional competence and academic motivation of midwifery students. This study was carried out at a national university in Kastamonu, Türkiye between March and September 2021. The study adopted a qualitative design, and participants (n = 20) were the third-year midwifery students. Data were collected by conducting in-depth semi-structured face-to-face interviews using a pilot-tested interview guide. The interviews were conducted through webinars and the interviews were recorded. The interviews were held in a relaxed and calm environment where both researchers were present. The interviews were conducted with no more than two students in one day and the interview records were transcribed on the same day. Each interview lasted about 40 minutes. The researchers followed a systematic data analysis procedure which is an appropriate method of analysis when aiming to create knowledge based on experiences and meanings from cross-case analysis. The third-year midwifery students closest to graduating from the Faculty of Health Sciences participated in the study. With the individual and in-depth interviews, the responses of the midwifery students were subsumed under the following six themes: (1) ‘a new learning experience, (2) reluctance to learn new information, (3) inadequacy in professional skills, (4) lack of self-confidence, (5) not being able to join a multidisciplinary team, (6) anxiety about future professional life'. It has been determined that distance education in midwifery education in Türkiye has many pleasing and facilitating features as well as obstructive and worrying aspects. In addition, online education negatively affected the psychomotor skill development of students. It is recommended that institutions providing education to midwifery students be aware of the difficulties experienced and follow different methods for psychomotor skills training.

Keywords

Online learning, Midwifery, Covid- 19, Motivation, Students

Supporting Institution

yok

Project Number

yok

Thanks

-

References

• Abbasi MS, Ahmed N, Sajjad B, Alshahrani A, Saeed S, Sarfaraz S, Alhamdan RS, Vohra F, Abduljabbar T. 2020. E-Learning perception and satisfaction among health sciences students amid the COVID-19 pandemic. Work, 67: 549-553. https://doi.org/10.3233/WOR-203308
• Aguilera-Hermida AP. 2020. College students’ use and acceptance of emergency online learning due to COVID-19. IJEDRO, 1(100011): 1-8. https://doi.org/10.1016/j.ijedro.2020.100011.
• Akandere M, Özyalvaç NT, Duman S. 2010. Investigation of the attitudes of secondary school students towards physical education and their motivation for academic success. J Selçuk Univ Instit Soc Sci, 24: 1-10. http://dergisosyalbil.selcuk.edu.tr/susbed/article/view/208.
• Armstrong-Mensah E, Ramsey-White K, Yankey B, Self-Brown S. 2020. COVID-19 and distance learning: Effects on Georgia State University school of public health students. Pub Health Front, 8: 576227.
• Booth A, Hannes K, Harden A, Noyes J, Harris J, Tong A. 2014. COREQ (consolidated criteria for reporting qualitative studies). Guidelines for reporting health research: a user's manual, 214–226. https://doi.org/10.1002/9781118715598.ch21.
• Bourouiba, L. 2020. Turbulent gas clouds and respiratory pathogen emissions: Potential implications for reducing transmission of COVID-19. Jama Insights, 323(18): 1837-1838. https://doi.org/10.1001/jama.2020.4756.
• Casafont C, Fabrellas N, Rivera P, Olivé-Ferrer MC, Querol E, Venturas M, Prats J, Cuzco C, Frias CE, Perez- Ortega S, Zabalegui A. 2021. Experiences of nursing students as healthcare aid during the COVID-19 pandemic in Spain: A phemonenological research study. Nurse Educ. Today, 97(104711):1-7. https://doi.org/10.1016/j.nedt.2020.104711.
• Ceviz N, Tektaş N, Basmacı G, Tektaş M. 2020. An analysis of the variables affecting the anxiety levels of university students during the COVID-19 pandemic. Int J Educ Res, 3(2): 312-329. https://dergipark.org.tr/tr/pub/ueader/issue/59308/834648.
• Creswell JW, Poth CN. 2016. Qualitative inquiry and research design: Choosing among five approaches. Sage Publisher, 4th ed., Alberta, Canada, pp. 488.
• Choi B, Jegatheeswaran L, Minocha A, Alhilani M, Nakhoul M, Mutengesa E. 2020. The impact of the COVID-19 pandemic on final year medical students in the United Kingdom: a national survey. BMC Med Educat, 20(1):1-11. https://doi.org/10.1186/s12909-020-02117-1.
• CHE. 202. Council of higher education. Uzaktan eğitim kararı URL: https://www.yok.gov.tr/Sayfalar/Haberler/2020/YKS%20Ertelenmesi%20Bas%C4%B1n%20 A%C3%A7%C4%B1klamas%C4%B1.aspx (accessed date: October 12, 2020).
• Fusch PI, Ness LR. 2015. Are we there yet? Data saturation in qualitative research. Qualitative Report, 20(9):1408–1416. https://doi.org/10.46743/2160-3715/2015.2281.
• ICM. 2013. International Confederation of Midwives. Global standards for midwifery education URL: http://www.internationalmidwives.org (accessed date: September 24, 2021).
• Kabir H, Tonmon TT, Hasan M, Biswas L, Chowdhury M, Hasnat A. 2022. Association between preference and e-learning readiness among the Bangladeshi female nursing students in the COVID-19 pandemic: a cross-sectional study. Bull Natl Res Cent, 46(1): 1-10.
• Karataş Z. 2020. Social effects of Covid-19 pandemic, change and empowerment. Turkish J Soc Work Res, 4(1): 3-15. https://dergipark.org.tr/tr/download/article-file/1129684.
• Khalila R. 2015. The relationship between academic self-concept, intrinsic motivation, test anxiety, and academic achievement among nursing students: Mediating and moderating effects. Nurse Educ Today, 35(3): 432–438. https://doi.org/10.1016/j.nedt.2014.11.001
• Kyewski, E, Krämer, NC. 2018. To gamify or not to gamify? An experimental field study of the influence of badges on motivation, activity, and performance in an online learning course. Comp Educat, 118 25-37.
• Kuliukas L, Hauck Y, Sweet L, Vasilevski V, Homer C, Wynter, K, Wilson A, Szabo R, Bradfield Z. 2021. A cross sectional study of midwifery students’ experiences of COVID-19: Uncertainty and expendability. Nurse Educ Pract, 51(102988):1-7. https://doi.org/10.1016/j.nepr.2021.102988.
• Lin C-C, Wu C-JJ, Hsiao Y-C, Han C-Y, Hung C-C. 2017. An exploratory factor analysis for developing and validating a scale of Nursing Students Competence Instrument. Nurse Educ Today, 50: 87-91. https://doi.org/10.1016/j.nedt.2016.12.007.
• Luyben, A, Fleming V, Vermeulen J. 2020. Midwifery education in COVID-19-time: Challenges and opportunities. Midwifery, 89: 102776.
• Malterud K. 2016. Theory and interpretation in qualitative studies from general practice: why and how? Scandinavian J Pub Health, 44(2): 120-129.
• Michel A, Ryan N, Mattheus D, Knopf A, Abuelezam N N, Stamp K et al. 2021. Undergraduate nursing students’ perceptions on nursing education during the 2020 COVID-19 pandemic: A national sample. Nursing Outlook, 69(5): 903-912.
• Onyema EM, Eucheria NC, Obafemi FA, Sen S, Atonye FG, Sharma A, Alsayed AO. 2020. Impact of coronavirus pandemic on education. J Educat Pract, 11(13): 108-121. https://doi.org/10.7176/JEP/11-13-12.
• Park SE. 2020. Epidemiology, virology, and clinical features of severe acute respiratory syndrome - coronavirus-2 (SARS-CoV-2; Coronavirus Disease-19). Clin Exp Pediatr, 63(4): 119-124. https://doi.org/10.3345/cep.2020.00493.
• Puspitarini, YD, Hanif M. 2019. Using learning media to increase learning motivation in elementary school. Anatolian J Educat, 4(2): 53-60.
• Radu MC, Schnakovszky C, Herghelegiu E, Ciubotariu VA, Cristea I. 2020. The impact of the COVID-19 pandemic on the quality of educational process: A student survey. Int J Environ Res, 17(21): 7770. https://doi.org/10.3390/ijerph17217770.
• Ramos-Morcillo AJ, Leal-Costa C, Moral-García JE, 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. Int J Environ Res Pub Health, 17(15): 1-15. https://doi.org/10.3390/ijerph17155519.
• Rasmussen B, Hutchinson A, Lowe G, Wynter K, Redley B, Holton, S., et al. 2022. The impact of covid-19 on psychosocial well-being and learning for australian nursing and midwifery undergraduate students: A cross-sectional survey. Nurse Educ Pract, 58: 103275.
• Sani I, Hamza Y, Chedid Y, Amalendran J, Hamza N. 2020. Understanding the consequence of COVID-19 on undergraduate medical education: Medical students’ perspective. Ann Med Surg, 58: 117-119.
• Suliman WA, Abu-Moghli FA, Khalaf I, Zumot AF, Nabolsi M. 2021. Experiences of nursing students under the unprecedented abrupt online learning format forced by the national curfew due to COVID-19: A qualitative research study. Nurse Educ Today, 100 (104829): 1-6. https://doi.org/10.1016/j.nedt.2021.104829.
• Topuz Ş, Sezer NY, Aker M N, Gönenç İ M, Cengiz HÖ, Korucu A. E. 2021. A SWOT analysis of the opinions of midwifery students about distance education during the Covid-19 pandemic a qualitative study. Midwifery, 103: 103161.
• Turkish Medical Association 2020. Covid-19 pandemic sixth month evaluation report, 2020. URL: https://www.ttb.org.tr/kutuphane/covid19-rapor_6.pdf (accessed date: 23 March 2021).
• Theoret C, Ming X. 2020. Our education, our concerns: The impact on medical student education of COVID‐19. Med Educat, 54(7): 591-592.
• Yamamoto GT, Altun D. 2020. The coronavirus and the rising of online education. J University Research, 3(1):25-34. https://doi.org/10.26701/uad.711110.
• Zhou F, Yu T, Du R, Fan G, Liu Y, Liu Z. 2020. Clinical course and risk factors for mortality of adult inpatients with COVID-19 in Wuhan, China: a retrospective cohort study. Lancet, 395(10229): 1054-1062.
• Wang C, Zhao H. 2020. The impact of COVID-19 on anxiety in Chinese university students. Front Psychol, 11: 1168.