Nursing Student's Satisfaction With Virtual Learning During COVID-19 Pandemic in India

Abstract

Introduction The COVID-19 pandemic significantly impacted the world in 2020. Every country adopted quarantine measures to prevent the transmission of the coronavirus infection. These measures resulted in dramatic changes in the daily lives of most people. In the academic world, students faced a shift from the traditional classroom-based teaching to virtual distance learning platforms. This shift in nursing education posed challenges both to the instructors and students as they were not fully prepared for this transition. Objective The study assessed the nursing students’ satisfaction with the virtual learning experience during the COVID-19 pandemic in selected nursing colleges in India. Methods The study was conducted in four nursing colleges in India. A total of 1,166 Diploma, Post Basic BSc (N), BSN, and MSN nursing students participated in the study. Ethical approval was obtained from all the nursing colleges included in the study. The Google Forms satisfaction survey included student, teacher, course, technology, environmental, and practical dimensions. Results The response rate was 86.31% (n = 1,166). The overall satisfaction with virtual theory and practical classes has a mean and SD score of 67.14 + 11 and 16.21 + 3.46, respectively. The results showed that overall 51% of the students had good satisfaction with virtual theory classes while 48% had moderate satisfaction. In terms of overall satisfaction with virtual practical classes, approximately 39% had good satisfaction, 58% had moderate satisfaction and nearly 3% had poor satisfaction. In addition, the students expressed that they had good satisfaction with Teacher dimension (64.3%), Student dimension (63%), and Course dimension (57.2%). On the contrary, they expressed poor satisfaction in the Technical dimension (11.3%) and Environmental dimension (5.6%). The results showed that the courses, the place of attending class, and health issues were significantly associated with the student's level of satisfaction with virtual learning. Conclusion Although the majority of the students rated their satisfaction level as being “good” in virtual theory classes and “moderate” in virtual practical learning, most of them were dissatisfied with the Technical and Environmental dimensions of virtual learning. This results calls for blended learning strategies to be designed to enhance better learning outcomes and, to ensure deepened level of satisfaction with virtual learning activities.

The Influence of Satisfaction with E‐Learning on the Psychological State of Nursing Students

“…Other researchers found that students were moderately satisfed with virtual learning for theory classes. However, they were dissatisfed with classes that required technical demonstrations [37]. Te lack of alternative teaching methods for practical courses explains this low satisfaction level.…”

Sociodemographic Factors Associated with the Satisfaction Level of Peruvian Dental Students with Virtual Classes During the Covid-19 Pandemic: A Prospective Bicentric Study

“…However, it should be recognized that for many dental students this situation meant time savings, cost reduction, online consultations, patient referrals, health promotion, among others. 32–34 …”

“…However, it should be recognized that for many dental students this situation meant time savings, cost reduction, online consultations, patient referrals, health promotion, among others. [32][33][34] It is known that the dental education is not designed to be developed completely through distance or virtual education. This could cause concern for students in acquiring manual skills and competencies that will allow them to practice their profession in an ideal way.…”

“…Advances in Medical Education and Practice 2024:15 also indicate that age group, 26 sex, 24,36,54 marital status, 55 area of residence, 32 place of origin, 56 occupation 57 and computer use 14 are not influential factors in satisfaction with virtual classes. These results could be due to the fact that the majority of dental students, regardless of where they lived or whether they used a personal or shared computer, had already adapted to online education thanks to the constant training provided by the universities in the use of information and communication technologies and in the improvement of teaching and learning strategies.…”

Beyond the classroom walls: Stakeholder experiences with remote instruction in Post RN baccalaureate nursing program during the COVID-19 pandemic: A qualitative inquiry

“…Although this sudden shift allowed faculty to embrace the benefits of technology [ 17 ], it also surfaced issues of access to devices, a steady broadband connection, and a limited technological and pedagogical repertoire [ 18 ]. Various research studies conducted in India [ 19 ], the United Arab Emirates [ 20 ], Saudi Arabia [ 21 , 22 ], Nepal [ 23 ], and Midwestern Universities [ 24 ], report that rapid migration to OL was profoundly challenging for educators and learners in nursing and medical fields in developing countries. In Pakistan, more than 75% of the students in "high-ranked" universities critiqued COVID-imposed remote education because it lacked student-student and student-teacher interaction, and almost half of the students were not satisfied with their online experience [ 25 , 26 ].…”