Nursing students' and educators' experience with e-learning during a pandemic: An online survey.

Nursing students' and educators' experiences with e-learning during the Coronavirus disease 2019 (COVID-19) pandemic are unknown in most countries. To (1) describe and compare Egyptian nursing students' and educators' experiences with e-learning during the COVID-19 pandemic and (2) elicit participants' preferences for responding to online versus paper questionnaires. This is a cross-sectional online survey of nursing students (undergraduate and postgraduate; n =580) and nursing educators (n = 95) in one faculty of nursing in Egypt. The survey assessed participants'characteristics, preferences for online versus paper surveys, and 11 dimensionsrelated to the e-learning experience, such as perceived competency, satisfaction, cognitive presence, and the preferred platforms for e-learning. About 91% of students and 80% of educators received either no or inadequate training on e-learning before the pandemic. Students' and educators' experiences significantly differed (p-value < 0.001) in most of the examined dimensions, with educators having better experiences. About 71% of the students and 76% of the educators preferred responding to online surveys. The Strengths, Weaknesses, Opportunities, and Threats (SWOT analysis) of e-learning were mapped. Students are in more need of training on e-learning than educators, and this training is a must before any attempt to undertake online exams. The online survey is a preferred methodology among Egyptian nursing educators and students. The provided SWOT analysis may help administrators best implement and support e-learning during infection outbreaks.

Eltaybani S ，Abdelhalim GE ，Abdelgawad ME 《-》

Nursing/midwifery students' perceptions of caring pedagogy and online learning during the COVID-19 pandemic.

This study aimed to gain a better understanding of nursing/midwifery students' perspectives on a pedagogy of caring and online learning during the COVID-19 pandemic. In addition, it aimed to determine if the COVID-19 pandemic impacted students' perceptions and experience of online learning and students' desire to enter the nursing/midwifery workforce. Mixed methods. A multi-centre cross-sectional survey of Australian nursing and midwifery students was undertaken to explore students' experience of learning during the COVID-19 pandemic. There are several key findings from this study that may be relevant for the future delivery of undergraduate health education, students transitioning to practice and healthcare workforce retention. The study found that although students were somewhat satisfied with online learning during COVID-19, students reported significant issues with knowledge/skill acquisition and barriers to the learning process. The students reported feeling less prepared for practice and identified how clinical staff were unable to provide additional guidance and support due to increased workloads and stress. The textual responses of participants highlighted that connection/disconnection, empathy and engagement/disengagement had an impact on learning during COVID-19. Connection, engagement and isolation were key factors that impacted nursing students' online learning experiences. In addition, graduates entering the workforce felt less prepared for entry into practice due to changes in education delivery during COVID-19 that they perceived impacted their level of clinical skills, confidence and ability to practice as new graduate nurses/midwives. Not applicable. Attention must be given to the transition of new graduate nurses and midwives whose education was impacted by pandemic restrictions, to support their professional career development and to ensure retention of future healthcare workforce. Connection, engagement and isolation were key factors that impacted nursing students' online learning experiences. Educators should consider how connection and engagement can be actively embedded in the online learning environment.

Jones R ，Jackson D ，Rice K ，Fisher M ，Calleja P ，Hopkins M ，West C ，Irwin P ，McGough S ，Luck L ，Walker F ，Whiteing N ，Usher K ... -  《-》

Influence of learning flow and distance e-learning satisfaction on learning outcomes and the moderated mediation effect of social-evaluative anxiety in nursing college students during the COVID-19 pandemic: A cross-sectional study.

The purpose of this study was to examine the potential mechanism underlying the association between learning flow and learning outcomes in nursing students in South Korea during the pandemic. In particular, we examined the mediation effect of distance e-learning satisfaction moderated by social-evaluative anxiety related to COVID-19 on the relationship between learning flow and learning outcomes. Despite the COVID-19 pandemic, the education of nursing students has continued by shifting the manner of delivering their education. Distance e-learning is being widely used under the strong social distancing policies currently in place and many educators are struggling to enhance the efficiency of this distance e-learning. A cross-sectional study was conducted among 310 nursing students attending two colleges in South Korea. Data were collected from December 2-15 in 2020 by using an online survey. As a result, an association was observed between learning flow and learning outcomes and distance e-learning satisfaction mediated this association. Importantly, social-evaluative anxiety caused by COVID-19 moderated the mediation effect of distance e-learning satisfaction. Students' anxiety related to COVID-19 played a negative role in the distance e-learning mechanism for nursing students. It is thus necessary for educators and staff in nursing schools to exert effort to reduce students' COVID-19-related anxiety to enhance the outcomes of distance e-learning in nursing students.

Kim SH ，Park S 《-》

Facilities, challenges, attitudes, and preferences of nursing students related to e-learning in the Covid-19 pandemic in Iranian context: a cross-sectional study.

Atashinsadaf A ，Ramezani-Badr F ，Long T ，Imanipour M ，Amini K ... -  《BMC Medical Education》

Educator-to-student incivility in online nursing education during COVID-19 as reported by nursing students: A descriptive cross-sectional study.

Educators' incivility in online nursing education is a serious academic issue; much of it is still unknown as it occurs in a less supervised environment. This study examined variables and differences in educator-to-student incivility in online nursing education during COVID-19, as reported by nursing students. Utilizing the Incivility in Online Learning Environments (IOLE) online survey, a cross-sectional design was used to collect data in 2021 from a convenience sample of 163 nursing students studying in different universities in Jordan. Version 25 of the Statistical Package for the Social Sciences (SPSS) was used to generate descriptive and inferential statistics. As reported by nursing students, there was a low degree of incivility among nursing educators in online nursing education, 45(range 23-92), and a moderate frequency in the past 12 months, 63(range 23-92). Around 37.00 % of students thought incivility in online nursing education was a mild problem. On a scale of 0-100, 63.00 % of the students reported the level of nursing educators' civility in online nursing education ranged from 50.00 % to 70.00 % (an average of 60.00 %). Differences in students' reporting of online nursing educators' incivility and its' frequencies were significantly influenced by students' grade point averages (GPA) and genders, respectively. Although nursing students have a positive sense of civility among their nursing educators, incivility in online nursing education should be zero-level and disclosed and treated at its early signs.

Mrayyan MT ，Abunab HY ，Algunmeeyn A 《-》