Technological Challenges and Solutions in Emergency Remote Teaching for Nursing: An International Cross-Sectional Survey
1
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
Objectives: With the sudden global shift to online learning modalities, this study aimed to understand the unique challenges and experiences of emergency remote teaching (ERT) in nursing education. Methods: We conducted a comprehensive online international cross-sectional survey to capture the current state and firsthand experiences of ERT in the nursing discipline. Our analytical methods included a combination of traditional statistical analysis, advanced natural language processing techniques, latent Dirichlet allocation using Python, and a thorough qualitative assessment of feedback from open-ended questions. Results: We received responses from 328 nursing educators from 18 different countries. The data revealed generally positive satisfaction levels, strong technological self-efficacy, and significant support from their institutions. Notably, the characteristics of professors, such as age (p = 0.02) and position (p = 0.03), influenced satisfaction levels. The ERT experience varied significantly by country, as evidenced by satisfaction (p = 0.05), delivery (p = 0.001), teacher-student interaction (p = 0.04), and willingness to use ERT in the future (p = 0.04). However, concerns were raised about the depth of content, the transition to online delivery, teacher-student interaction, and the technology gap. Conclusions: Our findings can help advance nursing education. Nevertheless, collaborative efforts from all stakeholders are essential to address current challenges, achieve digital equity, and develop a standardized curriculum for nursing education.
Abstract
Objectives: With the sudden global shift to online learning modalities, this study aimed to understand the unique challenges and experiences of emergency remote teaching (ERT) in nursing education. Methods: We conducted a comprehensive online international cross-sectional survey to capture the current state and firsthand experiences of ERT in the nursing discipline. Our analytical methods included a combination of traditional statistical analysis, advanced natural language processing techniques, latent Dirichlet allocation using Python, and a thorough qualitative assessment of feedback from open-ended questions. Results: We received responses from 328 nursing educators from 18 different countries. The data revealed generally positive satisfaction levels, strong technological self-efficacy, and significant support from their institutions. Notably, the characteristics of professors, such as age (p = 0.02) and position (p = 0.03), influenced satisfaction levels. The ERT experience varied significantly by country, as evidenced by satisfaction (p = 0.05), delivery (p = 0.001), teacher-student interaction (p = 0.04), and willingness to use ERT in the future (p = 0.04). However, concerns were raised about the depth of content, the transition to online delivery, teacher-student interaction, and the technology gap. Conclusions: Our findings can help advance nursing education. Nevertheless, collaborative efforts from all stakeholders are essential to address current challenges, achieve digital equity, and develop a standardized curriculum for nursing education.
참고문헌 (26)
- "The difference between emergency remote teaching and online learning" (2020)[URL]
- Viner RM, "School closure and management practices during coronavirus outbreaks including COVID-19 : a rapid systematic review", Lancet Child Adolesc Health, 4(5), pp.397~404 (2020)[DOI]
- Elshami W, "Satisfaction with online learning in the new normal : perspective of students and faculty at medical and health sciences colleges", Med Educ Onlin, 26(1), pp.1920090~ (2021)[DOI]
- Kent AM, "Preservice teachers’ technology self-efficacy", SRATE J, 26(1), pp.9~20 (2017)
- Peltonen LM, "The current state of Nursing Informatics : an international cross-sectional survey", Finn J eHealth eWelf, 11(3), pp.220~231 (2019)[DOI]
- Roach V, "Satisfaction with online learning : a comparative descriptive study", J Interact Online Learn, 5(3), pp.317~332 (2006)
- Shelton BE, "Predicting student success by modeling student interaction in asynchronous online courses", Distance Educ, 38(1), pp.59~69 (2017)[DOI]
- Hung ML, "Teacher readiness for online learning : Scale development and teacher perceptions", Comput Educ, 94, pp.120~133 (2016)[DOI]
- "Innovations in nursing education: Recommendations in response to the COVID-19 pandemic" (2020)[URL]
- Leigh J, "Redefining undergraduate nurse teaching during the coronavirus pandemic : use of digital technologies", Br J Nurs, 29(10), pp.566~569 (2020)[DOI]
- Leeson W, "Natural language processing(NLP)in qualitative public health research : a proof of concept study", Int J Qual Methods, 18, pp.1609406919887021~ (2019)[DOI]
- Crowston K, "Using natural language processing technology for qualitative data analysis", Int J Soc Res Methodol, 15(6), pp.523~543 (2012)[DOI]
- Jeon E, "Current status of nursing informatics education in Korea", Healthc Inform Res, 22(2), pp.142~150 (2016)[DOI]
- Mitchell MM, "Online learning : advantages and challenges in implementing an effective practicum experience", Open J Nurs, 4(6), pp.379~384 (2014)[DOI]
- Parker C, "Snowball sampling" (2019), SAGE Research Methods Foundations
- Koltcov S, "Latent Dirichlet allocation : stability and applications to studies of user-generated content", Proceedings of the 2014 ACM Conference on Web Science, pp.161~165 (2014)
- Xue J, "Public discourse and sentiment during the COVID 19 pandemic : using latent Dirichlet allocation for topic modeling on Twitter", PLoS One, 15(9), pp.e0239441~ (2020)[DOI]
- Blei DM, "Latent Dirichlet allocation", J Mach Learn Res, 3, pp.993~1022 (2003)
- Elshami W, "Satisfaction with online learning in the new normal : perspective of students and faculty at medical and health sciences colleges", Med Educ Online, 26(1), pp.1920090~ (2021)[DOI]
- Sacco TL, "Nursing faculty experiences during the COVID-19 pandemic response", Nurs Educ Perspect, 42(5), pp.285~290 (2021)[DOI]
- Culp-Roche A, "Perception of online teacher self-efficacy : a multi-state study of nursing faculty pivoting courses during COVID 19", Nurse Educ Today, 106, pp.105064~ (2021)[DOI]
- Berndtsson I, "Work-integrated learning as a pedagogical tool to integrate theory and practice in nursing education : an integrative literature review", Nurse Educ Pract, 42, pp.102685~ (2020)[DOI]
- McKay MA, "The experience of baccalaureate clinical nursing faculty transitioning to emergency remote clinical teaching during the COVID-19 pandemic : lessons for the future", Nurse Educ Today, 111, pp.105309~ (2022)[DOI]
- Fuchs K, "The difference between emergency remote teaching and e-learning", Front Educ, 7, pp.921332~ (2022)[DOI]
- Mukhtar K, "Advantages, limitations and recommendations for online learning during COVID-19 pandemic era", Pak J Med Sci, 36(COVID19-S4), pp.S27~S31 (2020)[DOI]
- Aristovnik A, "Impacts of the COVID-19 pandemic on life of higher education students : a global perspective", Sustainability, 12(20), pp.8438~ (2020)[DOI]