Maintaining Academic Performance and Student Satisfaction during the Remote Transition of a Nursing Obstetrics Course to Online Instruction

Riley, Elizabeth; Capps, Natalie; Ward, Nicole L.; McCormack, Leslie; Staley, Judy

doi:10.24059/olj.v25i1.2474

Cited by 19 publications

(25 citation statements)

References 17 publications

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“…Survey results revealed that students had generally positive perceptions about online learning during the pandemic and the majority of them wanted to continue with some online learning post pandemic. Overall, our findings supported several other studies in dental [ 18 , 20 ], medical [ 43 , 44 ], and nursing [ 45 ] education that have also reported students’ positive attitudes towards online learning during the pandemic. In their written comments in the survey, students cited enhanced flexibility as one of the greatest benefits of online learning.…”

Section: Discussionsupporting

confidence: 91%

Online learning during COVID-19 produced equivalent or better student course performance as compared with pre-pandemic: empirical evidence from a school-wide comparative study

2021

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Background The COVID-19 pandemic forced dental schools to close their campuses and move didactic instruction online. The abrupt transition to online learning, however, has raised several issues that have not been resolved. While several studies have investigated dental students’ attitude towards online learning during the pandemic, mixed results have been reported. Additionally, little research has been conducted to identify and understand factors, especially pedagogical factors, that impacted students’ acceptance of online learning during campus closure. Furthermore, how online learning during the pandemic impacted students’ learning performance has not been empirically investigated. In March 2020, the dental school studied here moved didactic instruction online in response to government issued stay-at-home orders. This first-of-its-kind comparative study examined students’ perceived effectiveness of online courses during summer quarter 2020, explored pedagogical factors impacting their acceptance of online courses, and empirically evaluated the impact of online learning on students’ course performance, during the pandemic. Method The study employed a quasi-experimental design. Participants were 482 pre-doctoral students in a U.S dental school. Students’ perceived effectiveness of online courses during the pandemic was assessed with a survey. Students’ course grades for online courses during summer quarter 2020 were compared with that of a control group who received face-to-face instruction for the same courses before the pandemic in summer quarter 2019. Results Survey results revealed that most online courses were well accepted by the students, and 80 % of them wanted to continue with some online instruction post pandemic. Regression analyses revealed that students’ perceived engagement with faculty and classmates predicted their perceived effectiveness of the online course. More notably, Chi Square tests demonstrated that in 16 out of the 17 courses compared, the online cohort during summer quarter 2020 was equally or more likely to get an A course grade than the analogous face-to-face cohort during summer quarter 2019. Conclusions This is the first empirical study in dental education to demonstrate that online courses during the pandemic could achieve equivalent or better student course performance than the same pre-pandemic in-person courses. The findings fill in gaps in literature and may inform online learning design moving forward.

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Section: Discussionsupporting

confidence: 91%

Online learning during COVID-19 produced equivalent or better student course performance as compared with pre-pandemic: empirical evidence from a school-wide comparative study

2021

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“…Focusing on promoting student inclusion with belongingness and clinical reasoning ( Hunter & Arthur, 2016 ) combined with case studies or virtual simulations as a teaching modality can accomplish student goals for clinical. Riley et al (2021) discuss virtually delivering an obstetrics course; changes include unfolding case studies with student participation and result in unchanged student scores and satisfaction in comparison to previous sessions. Editorials discuss clinical changes in response to COVID-19 and recommend a review of outcomes compared to traditional programming ( Jackson et al, 2020 ; Morin, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

COVID-19 Pandemic Impact on Nursing Student Education: Telenursing with Virtual Clinical Experiences

et al. 2021

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Introduction The COVID-19 pandemic affected nursing students dramatically when the clinical sites and the onsite classrooms closed to physical participation. This necessitated a move to virtual classrooms and virtual clinical experiences. Some nursing schools adopted telenursing to comply with their Board of Registered Nursing direct patient care requirements. Students value the hands-on nursing in a direct care facility and clinical instructors must replicate this in a virtual setting. This article discusses telenursing and Teach-Back processes with student active engagement that facilitates learning and meets the direct care requirement. The purpose is to share best practice ideas for clinical instructors to educate when clinical settings are unavailable. Methods This innovation includes examples from five clinical instructors when in-person clinicals were not available due to the COVID-19 pandemic. They used virtual teaching and telenursing for nursing students which complied with clinical requirements of preconference, clinical experience, and post-conference. Telenursing combines case studies or shared documents, student collaboration, and includes a patient or patient actor via telehealth. Clinical instructors present a patient history or case study and allow students time for preparation. Socratic questioning helps students focus on determining the correct questions to ask. Telenursing call to the patient and teach-back questioning validated patient learning. Following the call, the instructor leads a post-conference debrief and students independently document the call. Conclusion Five clinical instructors follow the process of pre-brief, case presentation, and debrief while students develop critical thinking, strong communication skills, documentation requirements, and utilize the nursing process of assessment, diagnosis, outcome, plan, interventions, and evaluation. Students will have future opportunities to develop hands-on skills as they return to the clinical setting.

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“…In another group of studies, researchers shared their experience or thoughts about existing OL programs (Long, 2020), delivering courses online (García-Alberti et al, 2021), redesigning course content for OL (Reck, 2020;Riley et al, 2021;Streveler & Smith, 2020), improving online delivery of specific courses (Giles & Willerth, 2021;Zapanta et al, 2021), using new approaches for effective online teaching (Alqahtani & Rajkhan, 2020), enhancing student selfstudy (Balakrishnan & Long, 2020), enhancing student engagement (Mosquera Feijóo et al, 2021;Prince et al, 2020), applying new methods for student assessment (Barra et al, 2020;Teo & Pueh, 2020), and enhancing student motivation (Leung & Chu, 2020;Miller, 2020).…”

Section: Transitioning To Ol During Covid-19mentioning

confidence: 99%

Transitioning to Online Learning amid COVID-19: Perspectives in a Civil Engineering Program

Maraqa

Hamouda²,

El-Hassan³

et al. 2022

OLJ

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The transition from face-to-face classes to fully online learning (OL) during the spring semester of 2020 occurred almost globally because of the imposed COVID-19 lockdown. The present study investigated the perception and experiences of undergraduate students and faculty members of the Civil Engineering program at the United Arab Emirates University concerning switching to OL during COVID-19. Quantitative questionnaires were distributed to faculty members and students following the end of the spring semester of 2020. Students and faculty members identified student engagement and online exams as major areas that require improvement. Online exams were challenging for students and difficult to prepare, control, and administer for faculty. Providing technical support is critical for the successful streaming of online courses. Initially, half of the surveyed students began the transition with a positive attitude toward OL, and this percentage increased during the transition. The capacity to continue learning during the COVID-19 crisis and the availability of recorded materials were perceived by the students as the main advantages of OL while challenging online examinations and the lack of social interaction were the main disadvantages.

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Maintaining Academic Performance and Student Satisfaction during the Remote Transition of a Nursing Obstetrics Course to Online Instruction

Cited by 19 publications

References 17 publications

Online learning during COVID-19 produced equivalent or better student course performance as compared with pre-pandemic: empirical evidence from a school-wide comparative study

Online learning during COVID-19 produced equivalent or better student course performance as compared with pre-pandemic: empirical evidence from a school-wide comparative study

COVID-19 Pandemic Impact on Nursing Student Education: Telenursing with Virtual Clinical Experiences

Transitioning to Online Learning amid COVID-19: Perspectives in a Civil Engineering Program

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