ABSTRACT
@#Introduction: Personal preventive behaviors was cited as effective strategy to prevent the SARS-CoV-2 transmissions. When vaccine become available, preventive behavior must still be implemented to significantly decreased the COVID-19 infection risk in the emergence of novel SARS-CoV-2 variants of concern with immune escape phenotype. The Health Belief Model (HBM) is the most widely recognized behaviour theory, but its capacity to predict the preventive behaviours have been inconsistent. This study aimed to assess predictors adherence to COVID-19 preventive behaviour among nursing students based on HBM during the second wave of COVID-19 in Indonesia. Methods: An online cross-sectional study was conducted from May to September 2021. Undergraduate nursing students (n=1,413) from 10 universities in Indonesia was recruited using consecutive sampling. Online self-administered questionnaire was used to collect the data. Binary logistic regression was employed to analyse the association between sociodemographic and HBM construct with adherence to preventive behaviors. Results: Most of the students (n=804; 56.9 %) had poor adherence to COVID-19 preventive behaviors, and poor physical distancing identified as the most dominant non-adherence type (n=774; 54.8 %). First year students (AOR=1.313; 95%CI: 1.020-1.690), low perceived susceptibility (AOR=1.530; 95%CI: 1.193-1.962), low perceived severity (AOR= 1.756; 95%CI: 1.337- 2.307), low perceived effectiveness (AOR=1.910; 95%CI: 1.315-2.777), and low self-efficacy (AOR=4.795; 95%CI: 3.566-6.447) significantly associated with poor adherence (p<0.05). Nagelkerke R square value was 0.313 suggesting that the whole model explained 31.3% of variance in adherence. Conclusion: Intervention that targeting health belief model could be useful to increased adherence level to COVID-19 preventive measures among nursing students.
ABSTRACT
@#Introduction: During the Coronavirus Disease-2019 (COVID-19) pandemic, online learning has become an important strategy in the implementation of nursing education, in order to prevent the SARS-CoV-2 transmission in the education sector. This study aimed to assess: (i) the correlation between self-efficacy and psychological distress; (ii) the correlation between self-efficacy and online learning readiness; and (iii) the correlation between psychological distress and online learning readiness among nursing students in Indonesia. Methods: The cross-sectional study was conducted from October until December 2020, and involved 500 nursing students from 3 universities in Yogyakarta, Indonesia who were recruited using consecutive sampling methods. The instruments used in this study were: 1) the 10-item Kessler Psychological Distress Scale (K-10) to assess the psychological distress, 2) Online Learning Self-Efficacy Scale (OLSES) to assess online learning self-efficacy, and 3) Student Online Learning Readiness (SOLR) to assess online learning readiness. Spearman’s rank test was used to analyze the correlation between online learning self-efficacy, psychological distress, and online learning readiness. Results: Most of the nursing students (70.6%) had psychological distress ranging from mild to severe distress. The self-efficacy had an inverse correlation with psychological distress (Rho=-0.488, p=0.001). Contrarily, self-efficacy was positively correlated with online learning readiness (Rho=0.708, P=0.001). Psychological distress was inversely correlated with online learning readiness (Rho=-0.423, p=0.001). Conclusion: Online learning self-efficacy and psychological distress are significantly correlated with online learning readiness. Strategies to increase self-efficacy and ameliorates psychological distress, such as appropriate online learning training, adequate technical assistance, and psychological support were required to improve students’ online learning readiness.