Undergraduate Nursing Students' Academic and Professional Engagement Using Technology During a Pandemic: A Retrospective Analysis
Abstract
The COVID-19 pandemic has permanently changed the perceived order and structure of society (Vatan et al., 2020). This immense shift is very visible within the field of nursing education. The researchers aim to understand the experiences, sense of drive-to-succeed, and decision-making processes related to the nursing education of pre-licensure nursing students. The impact of the COVID-19 pandemic, social distancing requirements, implementation of electronic delivery of education, and community lockdown has disrupted their ability to attain and retain knowledge as compared to previous academic years (Fowler & Wholeben, 2020). As this study focuses on the issues of pre-licensure nursing students, the researchers invited fifty-seven, second semester baccalaureate pre-licensure nursing students to complete an anonymous survey as opposed to in person interviews due to the recommendation of social distancing. A Likert-based scale was utilized to gain insight about students’ perceptions and feelings of in class versus internet-based academic engagement, and also perceived successes and failures. Free-form areas were used to capture detailed information and investigate themes developed from the cohort. Although the COVID-19 pandemic-based educational restrictions influenced the overall performance of the nursing cohort, all participants reported a sense of belonging and deepened engagement to the field of nursing due to healthcare crisis unfolding across the globe. A large majority of students reported as “feeling heard and understood” as changes were made to education delivery. Many students relayed a “sense of being pleased” they had input into how course expectations were being modified. More importantly, all expressed a renewed energy about nursing school, and their aspirations to make personal impacts to improve care delivery related to the COVID-19 pandemic.
References
Alguacil, M. O., & Díaz, C. C. (2020). Teaching student nurses during a
pandemic. Gastrointestinal Nursing, 18(Sup9), S10-
S10. https://doi.org/10.12968/gasn.2020.18.sup9.s10
Baxter, P. M., & Andrew, L. A. (2018). Successful integration of an academic electronic
health record into the curriculum of an associate degree nursing program. Nursing
Education Perspectives, 39(4), 250-
252. https://doi.org/10.1097/01.nep.0000000000000255
Fowler, K., & Wholeben, M. (2020). COVID-19: Outcomes for trauma-impacted nurses
and nursing students. Nurse Education Today, 93,
104525. https://doi.org/10.1016/j.nedt.2020.104525
Marshall, B. (2020). Impact of COVID-19 on nurses’ mental health. Issues in Mental
Health Nursing, 41(10), 853-854. https://doi.org/10.1080/01612840.2020.1819083
Nur, Y. S., & Nuraeni, T. (2020). Using mobile technology in continuing nursing
education. JENDELA NURSING JOURNAL, 4(1), 7-
12. https://doi.org/10.31983/jnj.v4i1.5454
Ramsook, L., & Thomas, M. (2019). Perspectives of prospective teachers on Zoom as
a transformative teaching methodology. International Journal for Innovation Education
and Research, 7(11), 946-957. https://doi.org/10.31686/ijier.vol7.iss11.1955
Sherron L. Herdtner, Donna S. Marts. (2001). Distance education: Pedagogy for
psychiatric-mental health nursing. Issues in Mental Health Nursing, 22(5), 483-
501. https://doi.org/10.1080/01612840119054
Vatan, F., Unsal Avdal, E., Yağcan Dağ, H., & Şanlı, D. (2020). COVID-19 pandemic
and nursing education association activities. Journal of Education and Research in
Undergraduate Nursing Students' Academic and Professional Engagement Using Technology During a Pandemic: A Retrospective Analysis
Room 1300 (Session 3)
The COVID-19 pandemic has permanently changed the perceived order and structure of society (Vatan et al., 2020). This immense shift is very visible within the field of nursing education. The researchers aim to understand the experiences, sense of drive-to-succeed, and decision-making processes related to the nursing education of pre-licensure nursing students. The impact of the COVID-19 pandemic, social distancing requirements, implementation of electronic delivery of education, and community lockdown has disrupted their ability to attain and retain knowledge as compared to previous academic years (Fowler & Wholeben, 2020). As this study focuses on the issues of pre-licensure nursing students, the researchers invited fifty-seven, second semester baccalaureate pre-licensure nursing students to complete an anonymous survey as opposed to in person interviews due to the recommendation of social distancing. A Likert-based scale was utilized to gain insight about students’ perceptions and feelings of in class versus internet-based academic engagement, and also perceived successes and failures. Free-form areas were used to capture detailed information and investigate themes developed from the cohort. Although the COVID-19 pandemic-based educational restrictions influenced the overall performance of the nursing cohort, all participants reported a sense of belonging and deepened engagement to the field of nursing due to healthcare crisis unfolding across the globe. A large majority of students reported as “feeling heard and understood” as changes were made to education delivery. Many students relayed a “sense of being pleased” they had input into how course expectations were being modified. More importantly, all expressed a renewed energy about nursing school, and their aspirations to make personal impacts to improve care delivery related to the COVID-19 pandemic.
References
Alguacil, M. O., & Díaz, C. C. (2020). Teaching student nurses during a
pandemic. Gastrointestinal Nursing, 18(Sup9), S10-
S10. https://doi.org/10.12968/gasn.2020.18.sup9.s10
Baxter, P. M., & Andrew, L. A. (2018). Successful integration of an academic electronic
health record into the curriculum of an associate degree nursing program. Nursing
Education Perspectives, 39(4), 250-
252. https://doi.org/10.1097/01.nep.0000000000000255
Fowler, K., & Wholeben, M. (2020). COVID-19: Outcomes for trauma-impacted nurses
and nursing students. Nurse Education Today, 93,
104525. https://doi.org/10.1016/j.nedt.2020.104525
Marshall, B. (2020). Impact of COVID-19 on nurses’ mental health. Issues in Mental
Health Nursing, 41(10), 853-854. https://doi.org/10.1080/01612840.2020.1819083
Nur, Y. S., & Nuraeni, T. (2020). Using mobile technology in continuing nursing
education. JENDELA NURSING JOURNAL, 4(1), 7-
12. https://doi.org/10.31983/jnj.v4i1.5454
Ramsook, L., & Thomas, M. (2019). Perspectives of prospective teachers on Zoom as
a transformative teaching methodology. International Journal for Innovation Education
and Research, 7(11), 946-957. https://doi.org/10.31686/ijier.vol7.iss11.1955
Sherron L. Herdtner, Donna S. Marts. (2001). Distance education: Pedagogy for
psychiatric-mental health nursing. Issues in Mental Health Nursing, 22(5), 483-
501. https://doi.org/10.1080/01612840119054
Vatan, F., Unsal Avdal, E., Yağcan Dağ, H., & Şanlı, D. (2020). COVID-19 pandemic
and nursing education association activities. Journal of Education and Research in
