Association between preference and e-learning readiness among the Bangladeshi female nursing students in the COVID-19 pandemic: a cross-sectional study

Abstract

Background The COVID-19 pandemic jeopardized the traditional academic learning calendars due to the closing of all educational institutions across the globe. To keep up with the flow of learning, most of the educational institutions shifted toward e-learning. However, the students’ e-learning preference and e-learning readiness did not identify, particularly among the Bangladeshi female nursing students, where those can pose serious challenges. A cross-sectional study was carried out among the female nursing students between December 26, 2020, and January 11, 2021. A total of 237 students were recruited who have enrolled in e-learning at least the last 30 days of the participation. Multivariable linear regression models were fitted to find the association of students’ preference, e-learning readiness domains, and other variables. Results A cross-sectional study was conducted among the female nursing students to assess perceived e-learning readiness in the subdomains of readiness; availability, technology use, self-confidence, acceptance and training. The findings of the study revealed that the prevalence of preference for e-learning was 43.46%. The students did not prefer e-learning compared to ‘prefer group’ has significantly less availability of technology (β = − 3.01, 95% CI − 4.46, − 1.56), less use of technology (β = − 3.08, 95% CI − 5.11, − 1.06), less self-confidence (β = − 4.50, 95% CI − 7.02, − 1.98), less acceptance (β = − 5.96, 95% CI − 7.76, − 4.16) and less training need (β = − 1.86, 95% CI − 2.67, − 1.06). The age, degree, residence, parents’ highest education, having a single room, and having any eye problems were significantly associated with the variation of availability of technology, use of technology, self-confidence, acceptance, and training need of e-learning. Conclusions The outcomes of the study could be helpful while developing an effective and productive e-learning infrastructure regarding the preparedness of nursing colleges for the continuation of academia in any adverse circumstances like the COVID-19 pandemic.

Learning self-efficacy and barriers among students to online learning during the COVID-19 pandemic

“…The age of student nurses has found a significant difference in self-efficacy with online learning, which means that as they age, they understand the usefulness of online education, especially in this pandemic. This result is consistent with Kabir et al (2022) finding that age has been significantly associated with the use of technology. Therefore, when creating online sessions, nursing education teachers should improve their online course development and examine the key parameters such as age.…”

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

“…This also negatively affected the development of students' psychomotor skills in a clinical setting. In the literature, it was stated that online education is not effective in acquiring clinical and technical skills (Abbasi et al, 2020;Luyben et al, 2020;Kuliukas et al, 2021;), and it was also noted that online education negatively affects students' self-confidence and their preparation for the profession (Choi et al, 2020;Topuz et al,2021;Kabir et al, 2022). The results of the study showed that, similar to our study, online education is not sufficient to develop clinical skills, professionalism and self-confidence.…”

Factors associated with the intention of telehealth service utilization among Bangladeshi people: a cross-sectional study

“…The possible reason could be as they were more likely to expose to distance learning and technology based service usability. [42][43][44][45] A similar study measuring nursing students' readiness to use telenursing was carried out in Poland. 46 Amazingly, 69.49% of the students reported that they would be very likely to include telenursing in their course curriculum.…”