مقاله انگلیسی بررسی تجربیات دانشجویان پرستاری در مقطع کارشناسی نسبت به آموزش در خانه در COVID-19
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Abstract
Background: The global COVID-19 pandemic has led to the need for educators to explore online platforms in delivering lessons to students. Home-based learning is one of the most commonly-used teaching methods that allow learning to take place despite a physical separation between the students and the educators. Methods: A descriptive qualitative approach was used to explore the experiences of nursing undergraduates when using home-based learning as a pedagogy during the COVID-19 pandemic. Data were collected from twenty-three nursing students (n = 14 in year one; n = 9 in year two) of their full-time pre-registration nursing program in a public-funded university in Singapore. Semi-structured interviews using an interview guide was conducted through Zoom-based video-conferencing from November 2020 to January 2021. The interview lasted between 45 and 65 min (median = 45 min). Data collection took place concurrently with thematic analysis through Braun and Clarke’s six-step approach. This study was reported according to the Consolidated Criteria for Reporting Qualitative Research. Results: Three main themes identified during the data analysis were: (1) challenges of home-based learning, where students detailed their experiences and difficulties encountered during the process; (2) the effectiveness of homebased learning, which explored the pedagogy’s impact on the students’ learning experience; and (3) students’ motivation to learn, where the effects on student morale and motivation in partaking in learning tasks were discussed. Conclusions: Results from this study suggested that universities should incorporate more home-based learning opportunities as home-based learning to continue playing a crucial role in the foreseeable future. Universities should continue to incorporate more home-based learning opportunities into the existing nursing curriculaa in order to test their capacities and address technical challenges in online learning. Future studies should also consider incorporating other pedagogical strategies when conducting lessons online.
Introduction
The promulgation of the 2019 coronavirus disease (COVID-19) as a global pandemic in March 2020 [1] has led many countries to instituting nationwide lock-downs and social distancing among their citizens [2]. While unavoidable, such public-health measures have presented unprecedented logistical constraints across many industries worldwide. In education, severe disruptions have been reported, wherein approximately 94% of the global student population (1.6 billion learners) has been affected, ranging from students in elementary schools to those in tertiary institutions from more than 190 countries [3, 4]. In nursing education, both theoretical lectures and practical skills-based learning are emphasised: nurses are professionally required to possess not only bedside skills such as managing medications, administering injections, and wound care [5], but also soft skills such as therapeutic communication, counselling, and behavioural management [5]. In this regard, pandemic-related restrictions in face-to-face tutor-and-student interactions and hospital-based patient-care opportunities have presented substantial barriers to nursing education [6]. Given the consequent lack of opportunities to hone these crucial skills, students have expressed concerns over potential disadvantages in their future careers as compared to other cohorts who have not undergone home-based learning (HBL)