Online teaching during Covid-19 pandemic: attitudes of Croatian nursing students

Gusar, Ivana; Gabrilo, Karmen; Tokić, Andrea

doi:10.15452/cejnm.2022.13.0020

Cited by 2 publications

(3 citation statements)

References 16 publications

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“…It is important to emphasise that both after individual and group mentoring in clinical training, and also regardless of the order of application of the group/individual mentoring approaches, an above-average level of quality of mentoring support was recorded. This means that students were generally very satisfied with the mentoring support provided during clinical training, which has also been found in other studies [ 25 , 26 ]. Nursing students are very aware of the importance of clinical training, as it is essential for acquiring the specific competencies required for the nursing profession.…”

Section: Discussionsupporting

confidence: 82%

“…Nursing students are very aware of the importance of clinical training, as it is essential for acquiring the specific competencies required for the nursing profession. This was particularly evident during the recent COVID-19 pandemic when students expressed concern about their professional development because they were unable to undertake clinical training [ 25 , 26 ].…”

Section: Discussionmentioning

confidence: 99%

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Mentoring Support Quality in Group and Individual Mentoring Approaches during Nursing Clinical Training: A Quasi-Experimental Study

Gusar,

Tokić,

Lovrić

2024

Nursing Reports

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Clinical training is an essential element in nursing education, the outcomes of which are directly related to the quality of mentoring support. This quasi-experimental study aimed to examine whether the group or individual form of the mentoring approach used and the order of application of the mentoring approach contribute to the quality of mentoring support provided to students. The study comprised two measurement points with 130 nursing students, divided into two groups with different orders of application of the mentoring approach. The validated Mentoring Support Quality Evaluation Questionnaire (MSEQ) was used. Students in both groups rated the quality of mentoring support as higher following an individual mentoring approach. A significant interaction was found between the mentoring approach used and the order in which the mentoring approaches were applied (p = 0.002). The individual mentoring approach contributed significantly to a higher quality of mentoring support after the second round of clinical training (p = 0.021), while after the first round, the difference between the group and individual approaches was not as clear. The results suggest that not only the form of the mentoring approach but also the sequence of changes in the mentoring approach should be planned when implementing clinical training.

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Section: Discussionsupporting

confidence: 82%

Section: Discussionmentioning

confidence: 99%

Mentoring Support Quality in Group and Individual Mentoring Approaches during Nursing Clinical Training: A Quasi-Experimental Study

Gusar,

Tokić,

Lovrić

2024

Nursing Reports

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“…Notably, participants agree that ODE serves as an effective tool for exchange of ideas among peers. Similarly, in their study in Croatia, Gusar, et al (2023) found a prevailing moderate attitude among graduate nursing students towards ODE. They indicated that attitudes did not significantly differ based on gender, level of study, employment status, or previous experience with online learning.…”

Section: Literature Review Attitude Of Graduate Students Towards Odementioning

confidence: 78%

Sharing LiSQuP’s Leap: Lessons and Experiences within an Online Advancement Program in the Philippines

Bajar,

Buemio,

Cacho

2024

Open Praxis

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This paper examines the experiences of a group of values education teachers who are studying in a customized scholarship and online graduate program under the Linking Standards and Quality Practice (LiSQuP) project in the Philippines. It aimed to explore the attitudes, benefits, and challenges encountered by the values education teachers by participating in the LiSQuP program. Embedded single case study research design was used, and qualitative content analysis was utilized for analyzing and interpreting the data. Recorded focus group interview, online survey documents, observations, and participatory contact were used to obtain the data from the 30 participants who are LiSQuP scholars and teachers of values education in the public schools of the Philippines. Based on the findings of the study, the following results were drawn: 1) The participants exhibited adaptive and positive attitude towards the LiSQuP program;2) The participants benefited from the program in terms of professional and personal development; and 3) The participants struggled with various factors related to time, program design, and personal traits. The rewarding and challenging experiences of the participants in this study may inform the project management team and other higher education institutions with similar online programs to enhance opportunities for a more responsive and collaborative online learning community for diverse graduate distance learners.

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Online teaching during Covid-19 pandemic: attitudes of Croatian nursing students

Cited by 2 publications

References 16 publications

Mentoring Support Quality in Group and Individual Mentoring Approaches during Nursing Clinical Training: A Quasi-Experimental Study

Mentoring Support Quality in Group and Individual Mentoring Approaches during Nursing Clinical Training: A Quasi-Experimental Study

Sharing LiSQuP’s Leap: Lessons and Experiences within an Online Advancement Program in the Philippines

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