Bachelor of Science in Nursing faculty perceptions of distance education during the COVID-19 pandemic

Hernández, Silvina Soledad; Méndez, Patricia Graciela; Sosa, Liliana Rosa; Flores, Marcela Anahí; Rodríguez, Mónica Andrea; Barrios, Carlos

doi:10.56294/saludcyt2023183

Cited by 10 publications

(15 citation statements)

References 9 publications

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“…However, a study conducted with nurse educators teaching in undergraduate programs in Argentina reported that the confluence of care (hospital) and educational activities (online) overloaded professors even more, imposing an unfavorable context and harming these professionals' health 8 .…”

Section: Discussionmentioning

confidence: 99%

“…The problems faculty members faced with online classes include the inability to contact and socially Interact with colleagues, a lack of experience with working from home, problems reconciling work and personal lives, difficulty concentrating, ergonomic problems involved with working from home, and not having the technological equipment necessary to perform tasks 8 . Due to the pandemic, the nurse educators in Brazilian public institutions experienced a "new work environment": their own Home.…”

Section: Introductionmentioning

confidence: 99%

“…With the advent of the vaccine against Covid-19 and the easing of distancing restrictions, some face-to-face activities were resumed with a blended-learning proposal that integrates educational technologies, where students attend face-to-face classes and complement knowledge with remote teaching 5 . Specifically, many undergraduate nursing programs resumed face-to-face activities, providing real-world simulations in laboratories and activities in health facilities during the pandemic 8 .…”

Section: Introductionmentioning

confidence: 99%

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Analysis of Fatigue Among Nurse Educators in Brazilian Public Universities During the Covid-19 Pandemic

Gutierres

Rocha

Barlem

et al. 2023

Texto contexto - enferm.

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Objective: to analyze fatigue among nurse educators affiliated with Brazilian public universities while teaching online and hybrid courses during the Covid-19 pandemic. Method: qualitative, cross-sectional study addressing 318 nurse educators teaching in federal and state public universities between July and November 2021. The adapted and validated version of the Three-Dimensional Work Fatigue Inventory (3D-WFI) was used to assess fatigue. The means were compared, and variance analysis (ANOVA) was performed with the Bonferroni test and t-test. The statistically significant variables (p<0.05) remained in the model. Results: the participants were 42 (± 9.4) on average; most were women, 279 (87.7%); 225 (70.8%) had children; and 313 (98.4%) reported performing house chores along with online teaching. In addition to the activities concerning undergraduate programs, 88 (27.7%) participants also performed activities in graduate programs. An association was found between course modality (entirely online or face-to-face, or hybrid) and the dimensions: physical fatigue (p=0.041), mental fatigue (p=0.001), and emotional fatigue (p=0.019), and between taking care of children and help them with school tasks while also teaching classes online and physical fatigue (p=0.012), mental fatigue (p=0.001), and emotional fatigue (p=0.000). Conclusion: the significant differences between course modality and the three dimensions of fatigue (physical, mental, and emotional) showed that the participants experienced physical and mental fatigue during and after work.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Analysis of Fatigue Among Nurse Educators in Brazilian Public Universities During the Covid-19 Pandemic

Gutierres

Rocha

Barlem

et al. 2023

Texto contexto - enferm.

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“…Diversos estudios han mencionado la necesidad de analizar el impacto de los nuevos formatos de educación sobre las calificaciones y el logro de competencia de los alumnos (9); al respecto, un estudio realizado en Argentina (10) en el cual se consultó a docentes sobre su percepción de las calificaciones de los alumnos en los periodos presencial y remoto, halló que menos de la mitad de estos consideraban que las calificaciones eran similares, mientras, desde la perspectiva de los alumnos, se ha descrito una percepción mayormente positiva hacia la modalidad semipresencial (11)(12)(13).…”

Section: Introductionunclassified

Evaluación de la modalidad semipresencial en asignaturas de grado de Ciencias de la Salud

Spector,

Figueira-Teuly,

Estienne

et al. 2023

Rev Esp Edu Med

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Introduction: Learning management systems have attracted great attention after the COVID-19 pandemic for the development of virtual (remote) and blended learning modalities in higher education institutions. These processes deserve a constant evaluation process to carry out interventions to strengthen them and adapt to the requirements of teachers and students. The objective of the present study was to compare the partial grades of students who took subjects in face-to-face and blended mode at the Faculty of Health Sciences and to evaluate the degree of student satisfaction with the blended mode. Methodology: Descriptive, retrospective and quantitative study. The sample consisted of 2,356 partial grades of 45 subjects and 189 students from the Faculty of Health Sciences. The Satisfaction Questionnaire of university students towards Llorente's online training was implemented. Results: Mean grades ranging between 6.49 and 6.60 were found in the compared periods without detecting statistically significant differences. Regarding student satisfaction, a higher level of satisfaction was identified with aspects related to the teacher-tutor and satisfaction was high in all dimensions. Conclusion: The grades are equivalent in the periods compared, showing that blended attendance did not impact the students' partial grades for the better or worse in the period studied, and the level of student satisfaction was high and was linked to a good connection. to the internet, younger age and location of learning. Introducción: Los sistemas para la gestión del aprendizaje han captado gran atención después de la pandemia por COVID-19 para el desarrollo de las modalidades de enseñanza virtual (remoto) y mixta (blended learning) en las instituciones de educación superior. Estos procesos merecen un proceso de evaluación constante para realizar intervenciones para su fortalecimiento y adaptación a los requerimientos de docentes y alumnos. El objetivo del presente estudio fue comparar las calificaciones parciales de los alumnos que cursaron asignaturas en modalidad presencial y semipresencial de la Facultad de Ciencias de la Salud y evaluar el grado de satisfacción del alumnado con la modalidad semipresencial. Metodología: Estudio descriptivo, retrospectivo y cuantitativo. La muestra estuvo constituida por 2356 calificaciones parciales de 45 asignaturas y 189 alumnos de la Facultad de Ciencias de la Salud. Se implementó el Cuestionario de Satisfacción de alumnos universitarios hacia la formación on-line de Llorente. Resultados: Se encontraron medias de calificaciones que oscilaban entre 6,49 y 6,60 en los periodos comparados sin detectarse diferencias estadísticamente significativas. Respecto a la satisfacción del alumnado, se identificó un mayor nivel de satisfacción con los aspectos relacionados con el profesor-tutor y la satisfacción fue alta en todas las dimensiones. Conclusión: Las calificaciones son equivalentes en los periodos comparados, mostrando que la semipresencialidad no impactó para mejor, ni peor en las calificaciones parciales de los alumnos en el periodo estudiado, y el nivel de satisfacción de los alumnos fue alto y estuvo vinculado con buena conexión a internet, menor edad y sede del aprendizaje.

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“…En el umbral del siglo xxi, la educación atraviesa una transformación sin precedentes, impulsada por la rápida evolución de la tecnología digital y el creciente acceso a internet a escala global (Cardeño-Portela et al, 2023;Chaves-Cano et al, 2024;Delgado-Fernández et al, 2023;Eslava-Zapata et al, 2023;Gonzales-Tito et al, 2023;Laplagne-Sarmiento & Urnicia, 2023;Roman-Acosta et al, 2023). Los entornos educativos virtuales, antes considerados complementarios o alternativos a la educación presencial, han ganado un espacio predominante en el ámbito académico, facilitando nuevas formas de interacción, colaboración y construcción de conocimiento (Álvarez-Campos, 2023;Gómez-Miranda, 2023;Hernández et al, 2023). Esta revolución digital no solo ha expandido las fronteras del aula tradicional, sino que también ha fomentado el surgimiento de comunidades académicas virtuales, caracterizadas por su diversidad, interconexión y capacidad para transcender las barreras geográficas y temporales (Cervantes-Martínez et al, 2023).…”

Section: Introductionunclassified

Social network analysis in virtual educational environments: Implications for collaborative learning and academic community development

Guerra,

Gamboa,

Cano

2023

AWARI

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This paper investigates the impact of Social Network Analysis (SNA) in optimizing virtual education, focusing on enhancing collaborative learning, strengthening virtual academic communities, and identifying challenges for educational innovation. Through SNA, patterns of interaction and collaboration are uncovered that inform the design of inclusive and dynamic educational practices. A theoretical review combining the benefits of bibliometric studies and documentary analysis was conducted. It highlights how ARS facilitates the identification of effective collaborative patterns and barriers to equal participation, promoting strategies for more meaningful collaboration. In addition, the role of ARS in consolidating academic communities by promoting cohesion, mutual support, and active engagement, crucial for student success and well-being, is discussed. Challenges such as forming subgroups and dependence on certain information nodes are analyzed, viewing them as opportunities to innovate in educational design and promote more equitable participation and knowledge construction. This analysis underscores the importance of ARS for developing more effective, equitable, and collaborative virtual learning environments aligned with the values of our digital society.

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Bachelor of Science in Nursing faculty perceptions of distance education during the COVID-19 pandemic

Cited by 10 publications

References 9 publications

Analysis of Fatigue Among Nurse Educators in Brazilian Public Universities During the Covid-19 Pandemic

Analysis of Fatigue Among Nurse Educators in Brazilian Public Universities During the Covid-19 Pandemic

Evaluación de la modalidad semipresencial en asignaturas de grado de Ciencias de la Salud

Social network analysis in virtual educational environments: Implications for collaborative learning and academic community development

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