Nursing Students' Dissatisfaction With Course Organization and Student Engagement in Remote Learning 1 Year Post-COVID-19 Restrictions

Improving the psychomotor performance of student nurses using remote clinical skills practice: a mixed-methods study

INTRODUCTION

Innovative approaches are essential in nursing education to ensure the continuity of skill acquisition, particularly in situations where traditional face-to-face teaching methods are not feasible.

OBJECTIVE

This study aimed to evaluate the effectiveness of remote learning in enabling student nurses to acquire psychomotor skills, with a focus on 'blood pressure measurement'-a noninvasive procedure that can be practiced safely at home.

METHODS

Using an experimental design with group randomization and a mixed-method approach, 44 first-year nursing students participated, with 22 in the experimental group and 22 in the control group. After a theoretical course on blood pressure measurement, the control group followed a licensed video program, while the experimental group practiced with a simulated patient under an educator's guidance in an remote environment. The research was conducted between March 2021 and October 2021, encompassing all phases of the study. These phases included preliminary information, remote training, and feedback sessions in March 2021, the first assessment in April 2021, and the second assessment in October 2021. The 'Descriptive Characteristics Form,' 'Blood Pressure Measurement Skill Checklist,' and 'We Practice Remote Clinical Skills Together Online Comments Form' were used for data collection. Descriptive statistics (means, standard deviations, frequencies, percentages) and the Mann-Whitney U test were applied for quantitative data analysis, while qualitative data were analyzed inductively based on student opinions from both groups.

RESULTS

The first performance assessment showed no significant difference between the control and experimental groups' mean scores (p = 0.440). However, the second assessment revealed a significant difference favoring the experimental group (p = 0.001). The qualitative data were categorised into three main themes: emotions, learning and confidence, with a total of 34 codes. Emotions accounted for 50% of the codes, including happiness, stress, comfort and anxiety. Learning accounted for 41% and included awareness, interaction-communication, skill acquisition and information retention. Finally, self-confidence, represented by skill practice in the laboratory, accounted for 9% of the codes.

CONCLUSION

This study demonstrates that educator-guided remote skill training can positively impact students' psychomotor skill acquisition. It highlights the potential for effectively teaching specific nursing skills in remote environments when guided by an educator.

Student nurses' perspective on readiness for clinical practice post-COVID-19 in South Africa

Background

The clinical learning environment (CLE) provides student nurses with practical experience and skill development. However, COVID-19 restrictions have raised concerns about their readiness for clinical practice.

Aim

This study examined student nurses' readiness for clinical practice post-COVID-19 at two nursing institutions in South Africa.

Setting

The study was conducted with student nurses from two selected nursing education institutions in two South African provinces.

Methods

A qualitative, explorative, and descriptive approach was used to gather perspectives from 3rd- and 4th-year student nurses. Two focus groups were conducted at each institution, achieving data saturation with 31 participants. The data was audio recorded with their consent. Using Braun and Clarke's framework, descriptive thematic analysis was employed.

Results

The study identified two main themes: (1) Positive perspectives: Adaptation and Open-mindedness, and (2) Negative perspectives: Intimidation and Strained Relationships.

Conclusion

Participants emphasised the necessity for adaptation and innovation during the pandemic. Although intimidation and strained relationships impacted their confidence, these challenges also promoted personal growth and development. Student nurses demonstrated significant adaptability and openness to innovation, which enhanced their learning and readiness for clinical practice (RtCP) post-COVID-19.

Contribution

Despite facing intimidation and strained relationships, these experiences fostered both personal and professional growth, improving employability. The study underscores the critical role of adaptability and innovation in nursing education, particularly in the post-COVID-19 context. Mentorship and supportive environments can mitigate intimidation and strained relationships, thereby boosting confidence and autonomy, and resulting in more competent nursing professionals.

Educational Challenges for Post-Graduate Nursing Students Throughout the COVID-19 Pandemic: A Scoping Review

The COVID-19 pandemic had immediate impact on nursing students enrolled in postgraduate and post-registration nursing courses. Some students were required to undertake additional clinical hours and place their studies on hold, while others had clinical experiences and face-to-face classes suspended, with online learning modes quickly mobilized. While there have been many reports on the impact and experience of these changes on undergraduate students, limited reports have focused on challenges for nursing students who were registered for practice following completion of their undergraduate studies, and were enrolled in higher degree, postgraduate education programs. A scoping review was conducted to examine the literature reporting on education changes and challenges that occurred during the COVID-19 pandemic, with specific focus on the postgraduate student learning experience. The review followed reporting guidance by PRISMA-ScR and was underpinned by JBI methods. Seven databases were searched for relevant citations, published in any language, between 2019 and 2022. A protocol was registered on Open Science Framework. From 4207 citations retrieved, 14 studies were included focusing specifically on postgraduate student experiences and/or impact following curriculum changes from the pandemic. These studies included 2476 graduate students across various courses. Findings included mixed responses to e-learning and changes in clinical environments, and with additional concerns such as financial stress, mental health needs and basic food needs reported. Inequity in resources and training was also highlighted. The few studies found to focus specifically on this cohort is a notable finding and highlights a need for further research specific to post-graduate nursing students' educational needs.

Nursing students' engagement in online learning

Reliance on digital technology may have implications for our social and economic wellbeing, including factors such as health, environmental quality, social interaction, and educational levels. Although there may be concerns, it is important to acknowledge that digital technology also offers immediate, cost-effective and accessible solutions that are transforming various services. The COVID-19 pandemic, through the disruption of educational systems worldwide, has accelerated the transformation of higher education, leading to changes in the way it is perceived. However, there is a lack of understanding regarding the relationship between digital poverty, digital literacy, and students' online experiences. This article aims to explore the engagement of nursing students in online learning post COVID.

Effects of the First Wave of the COVID-19 Pandemic on the Work Readiness of Undergraduate Nursing Students in China: A Mixed-Methods Study

Background

Newly graduated nurses with strong work readiness are more likely to smoothly transition from school to clinical settings. However, even before the pandemic, this transition from nursing graduate to clinical nurse was often challenging. Therefore, this study aims to investigate the impact of the initial wave of COVID-19 on the work readiness of nursing students.

Methods

A convergent mixed-method design was employed. For the quantitative study, an online cross-sectional survey was conducted among 500 graduating nursing students from four Chinese public higher education institutions. The questionnaire comprises three parts: socio-demographic information, the Chinese version of the Work Readiness Scale for Graduate Nurse, and a questionnaire on the socio-behavioral impact of COVID-19 on the general population. In the qualitative study, a semi-structured interview was carried out with 8 students who took part in the survey. The results from both parts were integrated using the "Pillar Integration Process".

Results

The study identified six key pillars: "Graduating nursing students possess fundamental knowledge, skills, and a preparedness in terms of attitude and psychology"; "Specialist knowledge and skills and soft skills for transition from nursing students to clinical nurses need to be strengthened"; "The most obvious impact of COVID-19 on nursing students are the adoption of preventive measures and the limitations in study and daily life due to household confinement"; "Growth in both personal and professional awareness"; "Negative effects of fear and anxiety"; and "Negative effects of household confinement".

Conclusion

Graduating nursing students require additional preparation in specialized nursing knowledge, skills, and soft skills to make a successful transition from students to clinical nurses. It is important to acknowledge that the impact of COVID-19 on students' work readiness has both positive and negative aspects. Therefore, whether during the pandemic or post-graduation, these students will benefit from increased support from universities and hospitals.

Abrupt Transition to Remote Learning in Nursing Students During the COVID-19 Pandemic

BACKGROUND

This scoping review aimed to identify the issues faced by nursing students, including those in undergraduate and graduate programs, during the emergency academic learning transition from face-to-face to remote learning at the outset of the coronavirus disease 2019 (COVID-19) pandemic.

METHOD

Five electronic databases were searched for eligible studies, published between January 2020 and May 2023. Studies that focused on remote learning among nursing students during the COVID-19 pandemic were eligible for inclusion. Subsequently, the data were extracted and thematically synthesized.

RESULTS

After searching and reviewing the literature, 34 primary and empirical studies were identified. The data synthesis identified six themes, including four weaknesses and two strengths.

CONCLUSION

This review demonstrated that nursing students have endeavored to overcome the situation amid the sudden transition in educational modalities and remained committed to their academic progress. We recommend that a new paradigm of nursing education should be prepared for nursing students and faculties. [J Nurs Educ. 2024;63(2):108-115.].

Clinical nursing education during the COVID-19 pandemic: perspectives of students and clinical educators

Background

The outbreak of the COVID-19 pandemic has thus far disrupted clinical nursing education (CNE) around the world and in Iran; which has encountered numerous challenges to this point for students and clinical educators. Therefore, this qualitative study was conducted to identify the perspectives of nursing students and clinical educators during the COVID-19 pandemic.

Methods

In this qualitative descriptive study, 15 participants, including nursing students and clinical educators, were selected through the purposive sampling method. The data were collected from March to September 2021 in nursing school through in-depth semi-structured interviews, and then analyzed based on the Graneheim and Lundman method.

Results

Two main themes, “CNE in the shadows of threats and opportunities” and “CNE recovery” and five themes (Injured CNE, CNE under fear, Lessons from the COVID-19 crisis, Providing optimal CNE by eradicating COVID-19, and Adapting CNE to existing conditions) were extracted from the data analysis.

Conclusions

The results of this qualitative study demonstrated that the COVID-19 pandemic had led the participants to experience new conditions, also referred to as “combined threats and opportunities”. Based on this, nursing managers and planners are advised to take great steps towards the development and improvement of CNE by considering and applying these results in their plans to overcome the challenge of CNE with effective and useful actions in the COVID-19 pandemic.