Journal article
Nursing/midwifery students' perceptions of caring pedagogy and online learning during the COVID ‐19 pandemic
Journal of advanced nursing, Vol.80(11), pp.4712-4724
11/2024
PMID: 38725161
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Source: InCites
Abstract
Aim
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.
Design
Mixed methods.
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.
Results
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.
Conclusion
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.
Patient or Public Contribution
Not applicable.
Impact
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.
Details
- Title
- Nursing/midwifery students' perceptions of caring pedagogy and online learning during the COVID ‐19 pandemic
- Creators
- Rikki Jones - University of New EnglandDebra Jackson - The University of SydneyKylie Rice - University of New EnglandMurray Fisher - The University of SydneyPauline Callega - James Cook UniversityMartin Hopkins - Edith Cowan UniversityCaryn West - Charles Sturt UniversityPauletta Irwin - Charles Sturt UniversityShirley McGough - Curtin UniversityLauretta Luck - Western Sydney UniversityFelicity Walker - Southern Cross UniversityNicola Whiteing - Southern Cross UniversityKim Usher - University of New England
- Publication Details
- Journal of advanced nursing, Vol.80(11), pp.4712-4724
- Publisher
- Wiley-Blackwell Publishing Ltd.
- Number of pages
- 13
- Identifiers
- 991013189013702368
- Copyright
- © 2024 The Authors. Journal of Advanced Nursing published by John Wiley & Sons Ltd. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial License. Open access publishing facilitated by University of New England, as part of the Wiley - University of New England agreement via the Council of Australian University Librarians.
- Academic Unit
- Nursing; Faculty of Health
- Language
- English
- Resource Type
- Journal article