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1.
Dimens Crit Care Nurs ; 40(3): 149-155, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-33792273

RESUMEN

BACKGROUND: Advanced and continuing education is essential for maintaining competence. Graduate students have shown an increase in online course enrollment, and similar trends are anticipated among nurses with limited access to on-site education due to the current COVID-19 (coronavirus disease 2019) pandemic. Faculty must utilize preferred teaching/learning strategies to provide high-quality online education courses that engage learners and improve outcomes. OBJECTIVES: This study assessed preferred teaching/learning strategies for graduate students enrolled in at least 1 asynchronous nursing course. Correlational data assessed the relationship between preferred teaching/learning strategies and selected demographic information. METHODS: All graduate nursing students enrolled in at least 1 asynchronous course at the University of Pittsburgh School of Nursing during a 3-month period were invited to participate in a survey to assess preferred teaching/learning methods. RESULTS: Sixty-six graduate students completed the survey. Most participants were comfortable with computer skills, had previously enrolled in a web-enhanced course, and did not enjoy group work. Preferred teaching/learning strategies included voice-over PowerPoints, simulation, case studies, guest speakers, and faculty communication. CONCLUSION: Preferred teaching/learning strategies that incorporate asynchronous and synchronous learning should be developed. These strategies will enhance the knowledge base of nurses in all settings and populations.


Asunto(s)
Educación a Distancia , Educación de Postgrado en Enfermería , Estudiantes de Enfermería/psicología , Humanos , Aprendizaje
2.
Hu Li Za Zhi ; 68(2): 43-52, 2021 Apr.
Artículo en Chino | MEDLINE | ID: mdl-33792018

RESUMEN

BACKGROUND: Team-Based Learning (TBL) is a potentially effective method of instruction that has been applied only infrequently in nursing education in Taiwan. PURPOSE: This study was developed to examine the effects of incorporating the TBL strategy into the course "Advanced Medical Nursing English". METHODS: A quasi-experimental, single group, and pre-post test design was adopted. Nursing students who took the "Advanced Medical Nursing English" elective course used the TBL strategy for 8-weeks. Students were assigned to heterogenic groups of 12 students each based on their scores on an English pre-test. The collected data included the scores on individual and group readiness tests, a self-directed learning questionnaire, learning satisfaction, and an English posttest. Self-completed reflection papers and focused group interviews were used for qualitative appraisal. RESULTS: A total of 72 students were enrolled. Nearly all (93.1%) were female and 21-22 years of age. The results of a paired samples t-test applied to examine the effects of the TBL strategy on learning outcomes showed that English posttest and self-directed learning ability scores had both improved significantly (all p < .05). The results of ANOVA tests showed that students with lower pre-test scores improved more than those with higher pre-test scores. The results of a sample t-test with a test value of 4.0 applied to examine learning satisfaction found a non-significant change (p > .05), indicating no change in perceived satisfaction. The qualitative analysis identified four themes regarding perceptions of the TBL strategy, including "friendships in learning", "harmonious atmosphere and participations", "inertial shock and adjustments", and " excessive learning load". CONCLUSIONS: TBL was shown to be an effective learning strategy for RN-BSN students in a Medical Nursing English Course, particularly those with relatively low pre-test scores. Future studies should focus attention on reading assignments to avoid overburdening students. The results of this study may serve as a reference for medical nursing English education.


Asunto(s)
Educación en Enfermería , Procesos de Grupo , Aprendizaje , Estudiantes de Enfermería , Curriculum , Educación en Enfermería/métodos , Femenino , Humanos , Lenguaje , Masculino , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Investigación Metodológica en Enfermería , Estudiantes de Enfermería/psicología , Estudiantes de Enfermería/estadística & datos numéricos , Taiwán , Adulto Joven
3.
Rev Infirm ; 70(270): 43-45, 2021 Apr.
Artículo en Francés | MEDLINE | ID: mdl-33832731

RESUMEN

Clémence, Laura and Mathilde are graduates of the nursing training institute of Neuilly-sur-Marne (93) since July 2020. Approximately six months after taking up their position in the hospital sector, they share their thoughts and relate their first steps in the practice of this nursing profession which they have all three fully chosen.


Asunto(s)
Personal de Enfermería en Hospital , Estudiantes de Enfermería , Selección de Profesión , Francia , Humanos , Personal de Enfermería en Hospital/psicología , Facultades de Enfermería , Estudiantes de Enfermería/psicología
4.
J Nurs Adm ; 51(5): 242-248, 2021 May 01.
Artículo en Inglés | MEDLINE | ID: mdl-33882551

RESUMEN

OBJECTIVE: The purpose of this study was to evaluate the psychometric properties of the Casey-Fink Graduate Nurse Experience Survey (CFGNES). BACKGROUND: Transitioning from the student role to professional nurse is challenging and stressful. Accurate measurement of role transition is important because of concerns regarding retention. METHODS: A secondary analysis of 71 919 graduate nurse responses to the CFGNES, collected 6 months into the Vizient/AACN residency program, was conducted. Psychometric testing included exploratory and confirmatory factor analysis. Internal consistency reliability was measured using Cronbach's α. RESULTS: Analysis revealed a consistent 5-factor solution. Factors were labeled job satisfaction, support, organize/prioritize care, role confidence, and professional socialization. Results demonstrated the CFGNES is a reliable and valid instrument for measuring perceptions of role transition. CONCLUSIONS: This study was needed to inform survey item revisions. The CFGNES continues to be valuable in providing voice to the needs of graduate nurses and evidence for improving nurse residency program outcomes.


Asunto(s)
Competencia Clínica/normas , Educación Continua en Enfermería/organización & administración , Personal de Enfermería en Hospital/educación , Humanos , Satisfacción en el Trabajo , Investigación Metodológica en Enfermería , Evaluación de Programas y Proyectos de Salud , Psicometría , Reproducibilidad de los Resultados , Estudiantes de Enfermería/psicología , Encuestas y Cuestionarios
5.
Int J Nurs Educ Scholarsh ; 18(1)2021 Apr 22.
Artículo en Inglés | MEDLINE | ID: mdl-33882201

RESUMEN

OBJECTIVES: The Coronavirus Disease 2019 (COVID-19) has impacted overall nursing education program requirements, classroom delivery of theory hours, as well as clinical and laboratory learning opportunities for students. The aims of this study were to explore the impacts of COVID 19 on the students' perceptions of readiness for practice and their preparation for the NCLEX exam and initial clinical practice. METHODS: A cross-sectional descriptive design was used to investigate the impact of COVID-19 on senior BSN students' preparation for NCLEX and future careers. The Casey-Fink Readiness for Practice Survey was used to investigate the perceptions of the BSN students' clinical confidence and readiness for practice. RESULTS: Students reported substantial impacts of COVID-19 on their clinical experiences, their ability to practice skills and procedures, their preparations for NCLEX exam, and their nursing career. The most significant confidence concerns noted from this study seemed to center on handling multiple patient assignments, calling the physician, responding to a change in patient condition, and treating a dying patient. CONCLUSIONS: Healthcare experts expect that the impact of COVID-19 may last until 2022. More research is needed to understand the impact of COVID-19 on nursing education and transition to nursing practice. While clinical confidence and readiness for practice are essential topics, more research is needed to investigate the psychological and physiological impacts of COVID-19 on nurses, nursing students, nursing preceptors, and faculty members.


Asunto(s)
/epidemiología , Competencia Clínica , Bachillerato en Enfermería/métodos , Personal de Enfermería en Hospital/educación , Autoeficacia , Estudiantes de Enfermería/psicología , Adulto , Conflicto Psicológico , Estudios Transversales , Femenino , Humanos , Masculino , Investigación en Educación de Enfermería
7.
Invest Educ Enferm ; 39(1)2021 Feb.
Artículo en Inglés | MEDLINE | ID: mdl-33687809

RESUMEN

OBJECTIVES: The study sought to correlate fear, stress, knowledge regarding COVID-19 in Nursing students and recent graduates in Mexico. METHODS: Correlational design, sample comprising 912 nursing students and graduates during the last 18 months from public and private universities of Mexico. To measure the variables, the study applied the instrument Fear of COVID-19 Scale, knowledge subscale of the scale Knowledge, attitudes, and practices towards COVID-19, and the instrument COVID Stress Scale. RESULTS: Relationship was found of the age variable with fear, danger of contamination, traumatic stress, knowledge and minor socioeconomic consequences (p<0.05). Likewise, relationship was observed of fear with stress regarding COVID-19, danger of contamination, socioeconomic consequences, xenophobia, traumatic stress, and compulsive checking (p<0.05). Stress and knowledge explain the presence of fear regarding COVID-19 in 50.3%, and fear and knowledge explain stress regarding COVID-19 in 50.4%. CONCLUSIONS: Nursing students and recent graduates have high levels of stress and fear, besides low level of knowledge. The presence of high stress and low knowledge predict fear regarding COVID-19. Interventions are required on knowledge, stress, and fear regarding COVID-19 in the population studied.


Asunto(s)
Miedo/psicología , Conocimientos, Actitudes y Práctica en Salud , Estrés Psicológico/epidemiología , Estudiantes de Enfermería/psicología , Adolescente , Factores de Edad , Estudios Transversales , Femenino , Humanos , Masculino , México , Enfermeras y Enfermeros/psicología , Enfermeras y Enfermeros/estadística & datos numéricos , Estudiantes de Enfermería/estadística & datos numéricos , Encuestas y Cuestionarios , Adulto Joven
8.
Soins ; 66(853): 43-45, 2021 Mar.
Artículo en Francés | MEDLINE | ID: mdl-33775303

RESUMEN

In the context of the rebuilding of the emergency services a new health care provider has been identified to reorganize emergency medicine in order to meet the expectations of the population, institutions and professionals. The nurse in advanced practice with extended skills must be able to fit into a pre-existing organization, in collaboration with the actors already present, but also represent an innovative care offer with regard to intra-hospital and pre-hospital needs as well as in terms of regulation. Student proposals.


Asunto(s)
Enfermería de Práctica Avanzada , Actitud , Enfermería de Urgencia , Estudiantes de Enfermería , Enfermería de Práctica Avanzada/educación , Enfermería de Urgencia/tendencias , Predicción , Humanos , Estudiantes de Enfermería/psicología
9.
Soins ; 66(852): 18-23, 2021.
Artículo en Francés | MEDLINE | ID: mdl-33750551

RESUMEN

Due to the health crisis which marked 2020, nurses' initial training was forced to adapt and was delivered entirely online. A two-stage survey of first year student nurses revealed their state of mind, their experience and their assessment of the programme, before and after two months of "100% remote" training.


Asunto(s)
Actitud , Educación a Distancia , Estudiantes de Enfermería , Humanos , Estudiantes de Enfermería/psicología , Encuestas y Cuestionarios
10.
Soins ; 66(852): 29-31, 2021.
Artículo en Francés | MEDLINE | ID: mdl-33750554

RESUMEN

How does the process of socialisation work for student nurses? Practice placements play a key role in the construction of a professional identity. This identity involves more than simply gaining knowledge and mastering techniques. It consists in transforming the way the activity is envisaged and the meaning given to it.


Asunto(s)
Identificación Social , Estudiantes de Enfermería , Humanos , Estudiantes de Enfermería/psicología
12.
J Prof Nurs ; 37(1): 53-64, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-33674110

RESUMEN

BACKGROUND: Recent epidemics have placed overwhelming demands on health systems, leading at times to the deployment of nursing students during the crisis. Little is known about the impact this experience has on students. Although studies have explored nursing students' knowledge about infection control, there are no specific recommendations regarding how these issues should be addressed in nurse education. PURPOSE: To conduct a comprehensive systematic overview of the literature concerning nursing students in the context of emerging infectious disease epidemics or pandemics caused by zoonotic viruses. METHODS: Systematic overview. RESULTS: Forty-eight articles were included. Five themes were identified: education; knowledge, concern about risk and preventive behaviour; willingness to work during a pandemic outbreak; experiences and emotional impact; and ethical dilemmas. CONCLUSIONS: There is a need to enhance nurse education to ensure that students have adequate education in infection prevention and control and the opportunity to develop the skills and attitudes required to provide care to infected patients during a pandemic. The outcomes of these education programmes would need to be evaluated using valid and reliable instruments so as to enable comparisons to be made to prepare future nurses to deal with new pandemics in an increasingly globalized world.


Asunto(s)
/psicología , Educación en Enfermería/organización & administración , Estudiantes de Enfermería/psicología , Adulto , Brotes de Enfermedades , Femenino , Humanos , Pandemias , Adulto Joven
13.
Medicine (Baltimore) ; 100(11): e25210, 2021 Mar 19.
Artículo en Inglés | MEDLINE | ID: mdl-33726016

RESUMEN

ABSTRACT: Nursing educators should equip nursing students with sufficient knowledge about coronavirus disease 2019 (COVID-19), perceived susceptibility, perceived severity, perceived benefits, perceived barriers, cues to action, self-efficacy, and behavioral intention in order to prevent the spread of COVID-19.The purpose of this study was to use the health belief model to elucidate nursing students' relationships between knowledge about COVID-19, perceived susceptibility, perceived severity, perceived benefits, perceived barriers, cues to action, self-efficacy, and behavioral intention.A cross-sectional survey design was adopted and purposive sampling was utilized. A total of 361 nursing students participated in the study. Quantitative analysis was employed for all data analysis.The findings showed that the nursing students had the following mean scores on knowledge of COVID-19 9.43 [standard deviation (SD)1.19], perceived susceptibility 19.41 (SD2.68), perceived severity 20.31 (SD 4.09), perceived benefits 26.52 (SD 4.08), perceived barriers 15.17 (SD5.88), cues to action 3.30 (SD1.70), self-efficacy 17.68 (SD2.83), and behavioral intention 18.46 (SD2.33). Nursing students' demographic background, knowledge of COVID-19, perceived susceptibility, perceived severity, perceived benefits, perceived barriers, cues to action, and self-efficacy explained 58.1% of the variance in behavioral intention (R2 = 0.581, F = 29.775, P < .001).Nursing educators can increase nursing students' knowledge of COVID-19, perceived susceptibility, perceived severity, perceived benefits, perceived barriers, cues to action, and self-efficacy as effective means of health promotion to improve their behavioral intention to prevent the spread of COVID-19.


Asunto(s)
/prevención & control , Conocimientos, Actitudes y Práctica en Salud , Autoeficacia , Estudiantes de Enfermería/psicología , Adulto , Estudios Transversales , Señales (Psicología) , Femenino , Humanos , Intención , Masculino , Encuestas y Cuestionarios , Adulto Joven
14.
Nurse Educ Today ; 100: 104864, 2021 May.
Artículo en Inglés | MEDLINE | ID: mdl-33744816

RESUMEN

There is limited research regarding the impact of self-care practices on psychological distress, specifically on nursing students during a pandemic, such as COVID-19 (Corona Virus Disease- 2019). A 10-minute electronic survey was sent to nursing students at a large academic-medical center, and data from 285 student respondents were analyzed to assess psychological status, attitudes and behaviors in regards to the COVID-19 pandemic. Significant differences were found when comparing self-care practice scores by school grade for total scores (F = 4.48 [df = 4,250], p = .002), emotional subscale (F = 4.78 [df = 4,250], p = .001), and relationship subscale (F = 3.44 [df = 4,250], p = .009). While there were no significant differences in psychological distress by school grade, graduate students had the lowest self-care practice score compared to all the other grades. Finally, the subscale and total self-care practice scores were significantly and negatively associated with psychological distress. These findings suggest that utilization of self-care practices is associated with lower psychological distress, and should therefore be promoted among nursing student populations and integrated into curricula. Future studies should assess specific needs geared towards populations that may have poor self-care practices, such as graduate students, and understand ways to improve sleep quality to mitigate rates of psychological distress during a pandemic.


Asunto(s)
/psicología , Distrés Psicológico , Autocuidado , Estudiantes de Enfermería/psicología , Adolescente , Adulto , Estudios Transversales , Femenino , Humanos , Masculino , Pandemias , Adulto Joven
15.
J Nurs Educ ; 60(3): 172-176, 2021 Mar 01.
Artículo en Inglés | MEDLINE | ID: mdl-33657237

RESUMEN

BACKGROUND: The nature of a nurse's job is changing dramatically. Nurses are assuming expanded roles for a broad range of patients in community-based care. Nurse educators have a responsibility to teach nursing students about the needs of patients and families in the home care setting. METHOD: To describe how the creation of a home care video series and a medication reconciliation simulation scenario were used as a teaching strategy in a simulation center. RESULTS: The teaching strategy supported senior-level nursing students' understanding of the complexity of home care nursing and the nurse's role and responsibilities in care coordination, care transitions, and interprofessional practice. CONCLUSION: The home care video scenario was received favorably by nursing students. Additional simulation video scenarios are needed that address the health disparities among underrepresented and vulnerable groups. There is potential to offer the simulation in a virtual-online format during the COVID-19 pandemic and social distancing mandates. [J Nurs Educ. 2021;60(3):172-176.].


Asunto(s)
Difusión de Innovaciones , Educación en Enfermería/organización & administración , Cuidados de Enfermería en el Hogar/educación , Entrenamiento Simulado/métodos , Educación a Distancia , Humanos , Aprendizaje , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Estudiantes de Enfermería/psicología , Estados Unidos/epidemiología , Grabación de Cinta de Video
16.
J Nurs Res ; 29(2): e139, 2021 Jan 29.
Artículo en Inglés | MEDLINE | ID: mdl-33534354

RESUMEN

BACKGROUND: The COVID-19 pandemic has affected China and other countries since December 2019. The effects of this pandemic on nursing students in terms of their professional identity, intention to leave the nursing profession, and perception of clinical nursing work remain unclear. PURPOSE: The aims of this study were, first, to investigate nursing students' professional identity, intention to leave the nursing profession, and perception of clinical nursing work during the COVID-19 pandemic and, second, to explore factors influencing professional identity to help develop effective strategies to enrich and strengthen this factor in the future. METHODS: This cross-sectional, descriptive survey study was conducted on 150 nursing students in China in February 2020. RESULTS: The 14 (9.3%) participants who reported intending to leave the nursing profession earned lower scores for professional identity than their peers who reported intending to remain. The participants who believed that the COVID-19 pandemic had made them "more passionate about clinical nursing work" earned the highest scores, followed by those who believed the pandemic had "no effect." The lowest scores were earned by those who believed clinical nursing work to be "too dangerous to engage in." COVID-19 knowledge scores, the perceived effectiveness of preventive and control measures, the number of cases seen on the day the study survey was taken, and time spent daily on COVID-19 events were the variables found to influence professional identity. CONCLUSIONS: COVID-19 outbreak is not merely a time of crisis but also an opportunity to reconstruct the professional identity of nursing students.


Asunto(s)
Intención , Identificación Social , Estudiantes de Enfermería/psicología , China/epidemiología , Estudios Transversales , Femenino , Humanos , Masculino , Estudiantes de Enfermería/estadística & datos numéricos , Encuestas y Cuestionarios
17.
Nurse Educ ; 46(2): 76-81, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-33587411

RESUMEN

BACKGROUND: In spring 2020, the novel coronavirus prompted a sudden shift in nursing education. This study evaluated students' perceptions of their ability to adjust to these challenges. METHODS: A cross-sectional survey of students (n = 286) in BSN programs throughout the United States was conducted via email to examine 3 areas of student confidence (academic success, NCLEX-RN success, and patient care delivery) and to determine how these were affected by the abrupt transition to remote learning. RESULTS: Variables, including alignment of remote instruction styles with learning styles, ease of transition to distance learning, and educating children at home, were significantly associated with students' confidence in their ability to be successful academically, on NCLEX-RN, and in patient care. CONCLUSIONS: With potential for ongoing challenges due to the coronavirus, faculty need to identify and support students at greater risk of experiencing difficulties and threats to success, thereby preventing attrition and ensuring preparation of a diverse workforce.


Asunto(s)
Educación a Distancia , Bachillerato en Enfermería/organización & administración , Autoeficacia , Estudiantes de Enfermería/psicología , Adulto , Estudios Transversales , Femenino , Humanos , Masculino , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Estudiantes de Enfermería/estadística & datos numéricos , Estados Unidos/epidemiología
18.
Nurse Educ Today ; 99: 104746, 2021 Apr.
Artículo en Inglés | MEDLINE | ID: mdl-33545565

RESUMEN

BACKGROUND: The impact of the COVID-19 pandemic on our society is profound, not least for the healthcare sector. On the one hand, this exceptional situation created unprecedented learning opportunities for nursing students. Yet, on the other hand, this situation can jeopardise nursing students learning trajectory. OBJECTIVES: To study nursing students' experiences during clinical placement during the COVID-19 pandemic. DESIGN: Cross-sectional survey design. SETTINGS: Clinical placements during the COVID-19 pandemic. PARTICIPANTS: Nursing students from nine Belgian nursing schools. METHODS: All students enrolled in nursing education are eligible to participate. The survey consists of five dimensions: demographics, risk perception, self-efficacy, support and communication, and resilience. RESULTS: The gaps that were identified by students focused on the need for more psychosocial support, establishing (regular) contact with their clinical placement supervisor, recognition of the difficult work situation, and the need for more space to unwind. CONCLUSIONS: Nursing students expressed a strong need to be heard, prepared, and supported. Most students felt supported by their nursing schools. Because of COVID-19, the role of the preceptor became more important. However, due to several reasons, the perceptor did not always meet the student's expectations. Preparing students for specific competencies is needed. In spite of the efforts of nursing schools and clinical sites, students often got lost in the chaos of the pandemic. This resulted in practical worries, fewer learning opportunities, and even fundamental doubts about their choice to become a nurse. Finally, it crucial that nursing schools and clinical sites communicate about matters such as the responsibility for testing nursing students, the provisions of uniforms and personal protective equipment, and structurally sharing guidelines with students to provide safe patient care.


Asunto(s)
Competencia Clínica , Tutoría , Salud Laboral , Preceptoría , Estudiantes de Enfermería/psicología , Adulto , Bélgica , Estudios Transversales , Bachillerato en Enfermería , Femenino , Humanos , Masculino , Medición de Riesgo , Encuestas y Cuestionarios
19.
Nurse Educ Pract ; 51: 102988, 2021 Feb.
Artículo en Inglés | MEDLINE | ID: mdl-33601117

RESUMEN

The impact of COVID-19 on midwifery students is anticipated to be multi-faceted. Our aim was to explore Australian midwifery students' experiences of providing maternity care during the COVID-19 pandemic. In a cross-sectional study 147 students were recruited through social media. Data were collected through an online survey and semi-structured interviews. Surveys were analysed using descriptive statistics; interviews and open text responses were interpreted through qualitative analysis. Findings revealed students found communication from hospitals and universities to be confusing, inconsistent and they relied on mass media and each other to remain updated. Moving to online learning and being isolated from peers made learning difficult. During clinical placements, students felt expendable in terms of their value and contribution, reflected in essential equipment such as personal protective equipment not always being available to them. Witnessing perceived compromised midwifery care increased students' emotional burden, while personal household responsibilities and financial concerns were problematic. One silver lining witnessed was women's appreciation of an improved 'babymoon', with fewer visitors, allowing uninterrupted time to establish breastfeeding and connection with their baby. Findings may guide management of midwifery education during future pandemics or health crises for universities and hospitals.


Asunto(s)
Partería , Estudiantes de Enfermería , Adolescente , Adulto , Australia/epidemiología , /psicología , Estudios Transversales , Femenino , Humanos , Masculino , Servicios de Salud Materna , Persona de Mediana Edad , Partería/educación , Embarazo , Estudiantes de Enfermería/psicología , Estudiantes de Enfermería/estadística & datos numéricos , Encuestas y Cuestionarios , Incertidumbre , Adulto Joven
20.
Nurse Educ Today ; 99: 104796, 2021 Apr.
Artículo en Inglés | MEDLINE | ID: mdl-33607513

RESUMEN

BACKGROUND: COVID-19 pandemic has necessitated mandatory e-learning in medical and nursing education. How far are developing countries like India (with wide socioeconomic and cultural diversity) geared up for this challenge remains unexplored. At this critical juncture, we aim to evaluate if online teaching methods are as feasible, acceptable, and effective as in-class teaching for medical/nursing students. OBJECTIVES: The questionnaire captured: (1) practicability/feasibility of online classes, (2) health issues from online classes, (3) current methods for e-teaching, and (4) student attitudes and preferences. DESIGN: Cross-sectional survey. SETTINGS: Population-based study in India. PARTICIPANTS: Nursing and medical undergraduate students (I-IV year). METHODOLOGY: The online questionnaire was distributed to 200 medical and nursing colleges across India. Categorical variables were analyzed using chi-square tests. Binary logistic regression was done to analyze factors predicting health issues in students. p < 0.05 was considered significant. RESULTS: Overall, 1541 medical and 684 nursing students completed the survey from 156 cities. The availability of laptop (p < 0.0001), Wi-Fi (p < 0.0001), dedicated room (p < 0.0001), and computer proficiency was more in students of affluent families and those from cities (p < 0.0001). Class duration >4 h/day (p < 0.0001), each class >40 min (p < 0.009) and pre-existing health issues (p < 0.0001) predicted the occurrence headache, eyestrain, anxiety, neck/back pain, and sleep disturbance. Power-point presentation was the most widely (80%) used method of teaching. Only 30% got adequate time to interact with teachers. Only 20.4% felt e-learning can replace conventional teaching. Students preferred: 3-6 classes/day, each class <40 min, 10-20 min break between classes and interactive sessions. CONCLUSION: There is a need to improve information and communication infrastructure to enhance feasibility of e-learning for nursing/medical students in India. There should be guidelines (number of classes/day, length of each class, break between classes, curriculum, etc) to improve the retention capacity in students and reduce health issues. Continuous feedback from teachers and students will be required to make e-learning effective.


Asunto(s)
Educación a Distancia/tendencias , Educación Médica , Educación en Enfermería , Estudiantes de Medicina/psicología , Estudiantes de Enfermería/psicología , Instrucción por Computador/estadística & datos numéricos , Estudios Transversales , Humanos , India
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