The Effect of Perceived Stress and Digital Literacy on Student Satisfaction with Distance Education.

OBJECTIVE: To examine the relationship between perceived stress/digital literacy and student satisfaction in health science college students in the distance education process. METHOD: The cross-sectional study was conducted by collecting data from 842 students. The dependent variable was student satisfaction in distance education. For the analyses, t-test, ANOVA (post hoc: Bonferroni), and linear regression methods were used. RESULTS: Distance education student satisfaction was 178.21 ± 48.64. Student satisfaction was low among those who think that distance education is not more effective than face-to-face education, live in villages/towns, and have high perceived stress. Student satisfaction was high among those who do not have limited internet access, can access the internet via computer, follow the lessons regularly every week, think distance education is applicable in the health domain, can acquire instant feedback from the instructor, and have increased digital literacy. CONCLUSION: Distance education student satisfaction was found to be moderate. Student satisfaction in distance education increases as perceived stress levels decrease and digital literacy levels increase.

The Effect of Perceived Stress and Digital Literacy on Student Satisfaction with Distance Education / O efeito do estresse percebido e do letramento digital na satisfação do aluno quanto à educação a distância / El efecto del estrés percibido y la alfabetización digital en la satisfacción de los estudiantes en educación a distancia

ABSTRACT Objective: To examine the relationship between perceived stress/digital literacy and student satisfaction in health science college students in the distance education process. Method: The cross-sectional study was conducted by collecting data from 842 students. The dependent variable was student satisfaction in distance education. For the analyses, t-test, ANOVA (post hoc: Bonferroni), and linear regression methods were used. Results: Distance education student satisfaction was 178.21 ± 48.64. Student satisfaction was low among those who think that distance education is not more effective than face-to-face education, live in villages/towns, and have high perceived stress. Student satisfaction was high among those who do not have limited internet access, can access the internet via computer, follow the lessons regularly every week, think distance education is applicable in the health domain, can acquire instant feedback from the instructor, and have increased digital literacy. Conclusion: Distance education student satisfaction was found to be moderate. Student satisfaction in distance education increases as perceived stress levels decrease and digital literacy levels increase.

RESUMO Objetivo: Examinar a relação entre estresse percebido e letramento digital com a satisfação de alunos de faculdades de ciências da saúde no processo de educação a distância. Método: O estudo transversal foi realizado por meio da coleta de dados de 842 alunos. A variável dependente foi a satisfação dos alunos na educação a distância. Para as análises, foram utilizados os métodos de teste t, ANOVA (post hoc: Bonferroni) e regressão linear. Resultados: A satisfação dos alunos de educação a distância foi de 178,21 ± 48,64. A satisfação dos alunos foi baixa entre aqueles que pensam que a educação a distância não é mais eficaz do que a educação presencial, que moram em vilas/cidades e apresentam alto estresse percebido. A satisfação dos alunos foi alta entre aqueles que não têm acesso limitado à internet, podem acessar a internet pelo computador, acompanhar as aulas regularmente toda semana, acham que a educação a distância é aplicável no domínio da saúde, podem adquirir feedback instantâneo do instrutor e têm maior letramento digital. Conclusão A satisfação dos alunos de educação a distância foi considerada moderada. A satisfação dos alunos na educação a distância aumenta à medida que os níveis de estresse percebido diminuem e os níveis de letramento digital aumentam.

RESUMEN Objetivo: Examinar la relación entre el estrés percibido y la alfabetización digital con la satisfacción de los estudiantes de la facultad de ciencias de la salud en el proceso de educación a distancia. Método: El estudio transversal se realizó mediante la recopilación de datos de 842 estudiantes. La variable dependiente fue la satisfacción de los estudiantes en educación a distancia. Para los análisis, se utilizaron métodos de prueba t, ANOVA (post hoc: Bonferroni) y regresión lineal. Resultados: La satisfacción de los estudiantes de educación a distancia fue de 178,21 ± 48,64. La satisfacción de los estudiantes fue baja entre aquellos que piensan que la educación a distancia no es más efectiva que la educación presencial, los que viven en aldeas/pueblos y con un alto nivel de estrés percibido. La satisfacción de los estudiantes fue alta entre aquellos que no tienen acceso limitado a Internet, pueden acceder a Internet a través de una computadora, siguen las lecciones con regularidad todas las semanas, piensan que la educación a distancia es aplicable en el ámbito de la salud, pueden obtener retroalimentación instantánea del instructor y tienen un mayor conocimiento de alfabetización digital. Conclusión: Se encontró que la satisfacción de los estudiantes de educación a distancia es moderada. La satisfacción de los estudiantes en la educación a distancia aumenta a medida que disminuyen los niveles de estrés percibido y aumentan los niveles de alfabetización digital.

[Relationship between preoperative patient learning need and anxiety of patients hospitalized at Ear Nose Throat and Head Neck Surgery clinic for surgical treatment]. / Kulak Burun Bogaz ve Bas Boyun Cerrahisi kliniginde cerrahi tedavi için yatan hastalarin ameliyat öncesi hasta ögrenim gereksinimi ve kaygi arasindaki iliski.

OBJECTIVES: This study aims to evaluate the relationship between preoperative patient learning need and anxiety in patients hospitalized at Ear Nose Throat and Head Neck Surgery (ENT and HNS) clinic for surgical treatment. PATIENTS AND METHODS: The study sample comprised 98 patients (56 males, 42 females; mean age 44.4±15.2 years; range 18 to 76 years) hospitalized at ENT and HNS clinic for surgical treatment. A question form prepared based on the literature, Patient Learning Needs Scale (PLNS), and State-Trait Anxiety Inventory (STAI) were used in the study which was planned as a descriptive-analytical study. RESULTS: Education level of 72.5% of the patients was until high school at the furthest. The most frequent operation indications were chronic otitis media (28.6%) and vocal cord mass/paralysis (18.4%). We detected that, of the patients, 26.5% received training only from their doctors preoperatively, 74.5% did not find the given training sufficient, and 87.8% requested to receive the training preoperatively. Patients' total PLNS score was mean 30.6±5.4. Scores obtained from all sub-scales were within the very significant and extremely significant categories according to the scale's Likert structure. A comparison of anxiety state with learning needs dimension scores revealed a significant relationship only between trait anxiety score and emotions dimension related to the state in univariate analysis (r=0.21, p<0.05). CONCLUSION: We detected a relationship between some dimensions of patient learning needs and anxiety level. Considering these findings, we advise that patient training programs and materials are developed and preoperative planned patient trainings are conducted.