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 《-》

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 《-》

The effect of midwifery students' changing life conditions and e-learning experiences on the state of their anxiety and hopelessness during the Covid-19 pandemic.

Giving the existing formal education through the internet without a planned transition to distance education negatively affected the learning processes of the students. The study aims to identify the midwifery students' changing life conditions and e- learning experiences on the state of their anxiety and hopelessness during the Covid-19 pandemic. Designed as cross-sectional research, the study was performed with the participation of 1,296 midwifery undergraduate students. The survey form comprised of questions that explored the students' demographic characteristics, life conditions changing during the Covid-19 pandemic and distance education experiences, the Generalized Anxiety Disorder Scale-7, and the Beck Hopelessness Scale were used in the data collection. It was discerned that, of the participant midwifery students, 55.2% spent the period of the pandemic in the province center, 51.7% used smartphones to have access to the distance education, 50.3% had trouble in following up the courses due to the limited computer and internet access, 63.5% failed to follow up the courses because of the infrastructure problems related to the distance education. It was found that, of the participant midwifery students, 54.6% exhibited anxiety symptoms and 26.3% had hopelessness symptoms. It was identified that having trouble in following up the courses increased anxiety by 1.438 times (CI:1.103-1.875) and hopelessness by 1.980 times (CI:1.459-2.687), having tensions in the family relations increased anxiety by 2.362 times (CI:1.780-3.134) and hopelessness by 1.789 times (CI:1.235-2.594), and having psychological support for anxiety and worry increased anxiety by 2.914 times (CI:2.208-3.8477) and hopelessness by 1.875 times (CI:1.083-3.247). It was ascertained that hopelessness increased anxiety by 2.878 times (CI:2.075-3.991) whilst anxiety increased hopelessness by 2.755 times (CI:1.985-3.823) (p<0.05). As well as the Covid-19 pandemic, health, social life, and economic changes; the digital separation that accompanies distance education also affects the students' mental health. Solving the technical problems experienced in distance education, facilitating the follow-up of the courses, and equipping the midwifery students with problem-solving and coping skills will be useful for reducing the midwifery students' hopelessness and anxiety levels.

Uluşen M ，Özçoban FA ，Çilesiz E 《-》

Barriers and facilitators to online medical and nursing education during the COVID-19 pandemic: perspectives from international students from low- and middle-income countries and their teaching staff.

Li W ，Gillies R ，He M ，Wu C ，Liu S ，Gong Z ，Sun H ... -  《Human Resources for Health》

Virtual Education During COVID-19: Exploring Factors Associated With E-Learning Satisfaction Among Saudi Nursing Students.

Because of the COVID-19 pandemic, education and learning processes have been shifted to a completely virtual, online format. Students' satisfaction has been linked to better learning outcomes. The purpose was to determine factors associated with students' satisfaction with e-learning among Saudi nursing students. A cross-sectional, correlational descriptive study was conducted among 139 nursing students from different nursing programs in Saudi Arabia using a self-reported online survey. Previous experience with and readiness for e-learning influenced students' overall satisfaction with e-learning and satisfaction with assessment. Only readiness for e-learning was associated with satisfaction with teaching and generic skills and learning experiences. This study may enhance faculty members' understandings of factors influencing students' satisfaction with e-learning. Therefore, the urgent national distance education plan may need further development to meet students' needs.

Alqahtani N ，Innab A ，Bahari G 《-》