Crynodeb
The unprecedented Covid-19 pandemic has had a profound impact and exacerbated existing challenges associated with nursing education. The pandemic has caused significant modifications to how student nurses in Higher Education (HE) are taught clinical skills and theories. Various online teaching approaches surfaced to sustain the continuity of teaching and assessment during the pandemic. This review presents evidence about the merits and demerits of online learning for an understanding of factors that impact students’ learning trajectories and experiences during the pandemic. It is cogent that student nurses are trained to be accountable, competent, and confident after training. It is essential to institute reasonable adjustments to level up the anomalies caused by the pandemic.
Methods
Using Boolean operators, we searched six databases, Embase, PubMed, Cumulative Index to Nursing, and Allied Health Literature (CINAHL), Cochrane Library, ERIC and Scopus for qualitative and quantitative articles reporting various strategies adopted for online for student nurses during the pandemic. References of published articles in the English language, between 2019 and 2021 were searched. We reviewed eight related articles that met the Critical Appraisal Skill Programme tool. We extracted data on online teaching and using the NVivo technique and thematic analysis (Boyatzis, 1998), we analysed the data.
Results
Five themes emerged from the eight articles reviewed. Two themes; flexible learning environment and student-focused learning stood for the merits of online learning. Three themes; adding more burden to existing family stress, difficult academic workload, and tasks as well as academic isolation due to internet and electricity problems emerged as demerits of online learning.
Conclusions
The demerits of online learning outweigh its benefits for nursing students. It is therefore recommended that higher institutions that have fully subscribed to online delivery of nursing education reflect on the need for blended learning to maximise both student satisfaction and learning experiences.
Methods
Using Boolean operators, we searched six databases, Embase, PubMed, Cumulative Index to Nursing, and Allied Health Literature (CINAHL), Cochrane Library, ERIC and Scopus for qualitative and quantitative articles reporting various strategies adopted for online for student nurses during the pandemic. References of published articles in the English language, between 2019 and 2021 were searched. We reviewed eight related articles that met the Critical Appraisal Skill Programme tool. We extracted data on online teaching and using the NVivo technique and thematic analysis (Boyatzis, 1998), we analysed the data.
Results
Five themes emerged from the eight articles reviewed. Two themes; flexible learning environment and student-focused learning stood for the merits of online learning. Three themes; adding more burden to existing family stress, difficult academic workload, and tasks as well as academic isolation due to internet and electricity problems emerged as demerits of online learning.
Conclusions
The demerits of online learning outweigh its benefits for nursing students. It is therefore recommended that higher institutions that have fully subscribed to online delivery of nursing education reflect on the need for blended learning to maximise both student satisfaction and learning experiences.
| Iaith wreiddiol | Saesneg |
|---|---|
| Tudalennau | 72-73 |
| Statws | Cyhoeddwyd - 2022 |