Association between Online Learning Predictors and Psychological Distress among Nursing Students during the COVID-19 Pandemic

Fitriawan, Akbar Satria; Achmad, Bayu Fandhi; Kurniawan, Dedi; Kafil, Raisa Farida; Natalia, Listyana; Setyaningsih, Wiwit Ananda Wahyu

doi:10.3889/oamjms.2022.9215

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“…The COVID-19 pandemic has caused psychological distress in university students (10,11). The sudden switch to online learning during the current pandemic crisis has fundamentally changed the students' everyday lives, and could be severely affecting students' psychological well-being (12).…”

Section: Introductionmentioning

confidence: 99%

Association Between Self-Efficacy and Psychological Distress with Readiness for Online Learning Among Nursing Students

Fitriawan¹,

Kurniawan²,

Nailufar³

et al. 2023

MJMHS

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Introduction: During the Coronavirus Disease-2019 (COVID-19) pandemic, online learning has become an important strategy in the implementation of nursing education, in order to prevent the SARS-CoV-2 transmission in the education sector. This study aimed to assess: (i) the correlation between self-efficacy and psychological distress; (ii) the correlation between self-efficacy and online learning readiness; and (iii) the correlation between psychological distress and online learning readiness among nursing students in Indonesia. Methods: The cross-sectional study was conducted from October until December 2020, and involved 500 nursing students from 3 universities in Yogyakarta, Indonesia who were recruited using consecutive sampling methods. The instruments used in this study were: 1) the 10-item Kessler Psychological Distress Scale (K-10) to assess the psychological distress, 2) Online Learning Self-Efficacy Scale (OLSES) to assess online learning self-efficacy, and 3) Student Online Learning Readiness (SOLR) to assess online learning readiness. Spearman’s rank test was used to analyze the correlation between online learning self-efficacy, psychological distress, and online learning readiness. Results: Most of the nursing students (70.6%) had psychological distress ranging from mild to severe distress. The self-efficacy had an inverse correlation with psychological distress (Rho=-0.488, p=0.001). Contrarily, self-efficacy was positively correlated with online learning readiness (Rho=0.708, P=0.001). Psychological distress was inversely correlated with online learning readiness (Rho=-0.423, p=0.001). Conclusion: Online learning self-efficacy and psychological distress are significantly correlated with online learning readiness. Strategies to increase self-efficacy and ameliorates psychological distress, such as appropriate online learning training, adequate technical assistance, and psychological support were required to improve students’ online learning readiness.

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Section: Introductionmentioning

confidence: 99%