Background During the Covid-19 pandemic, nursing schools were forced to deliver nursing courses in ways other than the traditional face to face classroom setting. Many lessons were learned by nurse educators regarding electronic and online learning strategies. It is necessary to be aware of the factors affecting e-learning and identify the strengths and weaknesses to improve the student learning process in nursing school. Aim of study: The present study aimed to determine Facilities, challenges, attitudes, and preferences of nursing students regarding e-learning during the Covid-19 pandemic. Methods In this cross-sectional study, 228 undergraduate nursing students participated. The random sampling method used a standard questionnaire that students completed voluntarily. SPSS version 22 was used for data analysis. Results During the covid-19 pandemic, the majority of nursing students of Zanjan University of Medical Sciences participated in electronic classes at home using mobile phones. Students reported that physical problems increased by participating in e-classes. The level of complaints about these problems was related to the female gender of the students. The most significant challenges for students in online classes were difficulty typing and frequent internet outages. Classroom management for instructors was difficult due to students spontaneously leaving the virtual online classroom rather than attending the entire learning session. Overall, the attitudes of students towards various aspects of e-learning were positive. There was a noted correlation between student attitude by gender and educational background. Students preferred that professors used more PowerPoint, showed instructional videos, and had interactive group discussion sessions rather than lecture only. Students objected to attending more than two online classes in one day if the duration lasted more than 60 minutes and have a rest time of fewer than 30 minutes between classes. Conclusion Despite overall student satisfaction with e-learning, this method of education is still far from student preferences and requires planning for an effective learning experience that meets their priorities and preferences. Using a hybrid of face-to-face and e-learning approaches together can be a more effective teaching method than either strategy alone.
Introduction Recognizing the specific factors in relapse disorders related to each substance can help improve treatment methods and adopt more effective preventive strategies. This study aimed to compare the situational factors associated with relapse in opiate‐related disorders with stimulant‐related disorders (SRDs) of those referred to substance misuse treatment centers. Design This study was a cross‐section type. Methods The study participants were 150 clients with SRDs and 150 with opiate‐related disorders. Samples were selected using two stages random sampling method. Data were collected through a demographic questionnaire and the Inventory of Drug‐Taking Situations (IDTS). Results The mean score of IDTS in the two groups was significantly different (X̄1 = 45.93 ± 11.12 vs. X̄2 = 48.34 ± 15.07; t = 3.32, p < 0.01). The mean scores of ‘unpleasant emotions,’ ‘physical discomfort,’ ‘conflict with others,’ and ‘social pressure to use and urge/temptations’ subscales were significantly higher in the stimulant group than in the opiate group (p < 0.05). However, the mean of the testing’ personal control’ subscale was higher in the opiate group than in the stimulant group (p < 0.05). Conclusion This study reveals that despite some similarities, relapse‐related situational factors in opiates and stimulants differ. Some situational factors, such as social pressure and coping with unpleasant emotions, play a more critical role in relapse to both stimulant and opiate groups.
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