Generation Z nursing students’ online learning experiences during COVID-19 epidemic: A qualitative study

Liu, Yue; Sun, Xiaofeng; Zhang, Pengjia; Han, Peng; Shao, Haiyan; Duan, Xia; Jiang, Jinxia

doi:10.1016/j.heliyon.2023.e14755

Cited by 7 publications

(2 citation statements)

References 32 publications

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“…In the present study, there was evidence that the majority of students had the appropriate technological resources to be able to meet the needs of distance learning. On the contrary, a recent qualitative study in Shanghai highlighted the difficulty nursing students had in finding technological equipment to meet their e-learning needs [40]. However, it is important to note that in the same study, technological resources were associated with the effectiveness of students' cognitive performance due to the need for practical application in nursing.…”

Section: Discussionmentioning

confidence: 96%

COVID-19 Pandemic and Nursing Education – Nursing Students as Members of the Academic Community in New Educational Reality

Kartsoni,

Bakalis,

Markakis

et al. 2023

Preprint

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(1) Background: The Covid-19 pandemic has spread globally since January 2020 and is a threat to public health. This study aims to highlight the psychosocial impact on Greek nursing students and the challenges they received regarding the new sustainable educational reality, in the context of the sudden and exclusive application of distance education during the pandemic Covid-19; (2) Methods: Questionnaires were distributed through an online form (Lime Survey) to undergraduate nursing students enrolled in online courses. Data were collected between De-cember 2020 and January 2021 (3) Results: A total of 341 participants were included in the study. Some of the participants (9.1%) reported that being unemployed because of the Covid-19 affected their sustainability of life. Similarly, distance education had a negative impact on students' par-ticipation in social activities with their classmates (64.5%), while many of the participants were concerned that the sudden transition from face-to-face to distance education would have a negative impact on their future career (46.3%). Furthermore, the majority of students in this study seemed to disagree that distance education could be more effective than face-to-face education (72.1%); (4) Conclusions: It is undoubtedly proven that the effects of the Covid-19 pandemic have a great impact on the educational sector. These social and psychological changes endangered the viability of students in the Greek educational reality.

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Section: Discussionmentioning

confidence: 96%

COVID-19 Pandemic and Nursing Education – Nursing Students as Members of the Academic Community in New Educational Reality

Kartsoni,

Bakalis,

Markakis

et al. 2023

Preprint

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“…This practice resulted in lower-quality CCs, as the focus was divided between providing information to the dispatcher and maintaining the 30:2 CC-to-rescue-breath ratio. Generation Z, like the participants in our study, tends to multitask and is more engaged in independent work [48]. Considering this insight, we are re-evaluating the recent ERC BLS guidelines, particularly their recommendation to activate the speakerphone or another hands-free feature on a mobile device before promptly initiating CPR [34].…”

Section: Principal Findingsmentioning

confidence: 93%

Effects of a Serious Smartphone Game on Nursing Students' Theoretical Knowledge and Practical Skills in Adult Basic Life Support: Randomized Wait List–Controlled Trial

Fijačko,

Masterson Creber,

Metličar

et al. 2024

JMIR Serious Games

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Background Retention of adult basic life support (BLS) knowledge and skills after professional training declines over time. To combat this, the European Resuscitation Council and the American Heart Association recommend shorter, more frequent BLS sessions. Emphasizing technology-enhanced learning, such as mobile learning, aims to increase out-of-hospital cardiac arrest (OHCA) survival and is becoming more integral in nursing education. Objective The aim of this study was to investigate whether playing a serious smartphone game called MOBICPR at home can improve and retain nursing students’ theoretical knowledge of and practical skills in adult BLS. Methods This study used a randomized wait list–controlled design. Nursing students were randomly assigned in a 1:1 ratio to either a MOBICPR intervention group (MOBICPR-IG) or a wait-list control group (WL-CG), where the latter received the MOBICPR game 2 weeks after the MOBICPR-IG. The aim of the MOBICPR game is to engage participants in using smartphone gestures (eg, tapping) and actions (eg, talking) to perform evidence-based adult BLS on a virtual patient with OHCA. The participants’ theoretical knowledge of adult BLS was assessed using a questionnaire, while their practical skills were evaluated on cardiopulmonary resuscitation quality parameters using a manikin and a checklist. Results In total, 43 nursing students participated in the study, 22 (51%) in MOBICPR-IG and 21 (49%) in WL-CG. There were differences between the MOBICPR-IG and the WL-CG in theoretical knowledge (P=.04) but not in practical skills (P=.45) after MOBICPR game playing at home. No difference was noted in the retention of participants’ theoretical knowledge and practical skills of adult BLS after a 2-week break from playing the MOBICPR game (P=.13). Key observations included challenges in response checks with a face-down manikin and a general neglect of safety protocols when using an automated external defibrillator. Conclusions Playing the MOBICPR game at home has the greatest impact on improving the theoretical knowledge of adult BLS in nursing students but not their practical skills. Our findings underscore the importance of integrating diverse scenarios into adult BLS training. Trial Registration ClinicalTrials.gov (NCT05784675); https://clinicaltrials.gov/study/NCT05784675

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Corona Virus Disease (COVID-19): Lessons Learned Impact on the Education of Health Professionals

Iyer

2024

Advances in Experimental Medicine and Biology

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Generation Z nursing students’ online learning experiences during COVID-19 epidemic: A qualitative study

Cited by 7 publications

References 32 publications

COVID-19 Pandemic and Nursing Education – Nursing Students as Members of the Academic Community in New Educational Reality

COVID-19 Pandemic and Nursing Education – Nursing Students as Members of the Academic Community in New Educational Reality

Effects of a Serious Smartphone Game on Nursing Students' Theoretical Knowledge and Practical Skills in Adult Basic Life Support: Randomized Wait List–Controlled Trial

Corona Virus Disease (COVID-19): Lessons Learned Impact on the Education of Health Professionals

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