Nursing Students' Dissatisfaction With Course Organization and Student Engagement in Remote Learning 1 Year
Amy S Bowser1, Megan A Kazakoff, Paul W Scott
1Director (Dr Bowser), Center for the Scholarship of Teaching and Learning in Nursing Education, University of Pittsburgh School of Nursing, Pennsylvania; and PhD candidate (Ms Kazakoff), Assistant Professor (Dr Scott), and Dean and Distinguished Service Professor of Nursing (Dr Dunbar-Jacob), University of Pittsburgh School of Nursing, Pennsylvania.
Background:
Undergraduate and doctoral nursing students enrolled in face-to-face (F2F) learning transitioned abruptly to remote learning in March 2020. Few studies have focused on these nursing students' satisfaction with remote learning a year after the unplanned transition.
Purpose:
Undergraduate and doctoral students' satisfaction with remote and F2F learning regarding course organization and student engagement were examined.
Methods:
A cross-sectional descriptive study was conducted among 522 nursing students at a research intensive university in the eastern United States. Survey data were analyzed with an analysis of variance to compare students' remote and F2F learning satisfaction within the undergraduate and doctoral programs.
Results:
Results indicated that nursing students who enrolled in F2F learning preferred F2F to remote learning (P < .001). Differences in satisfaction existed among programs (P = .035) and among undergraduate class levels (P < .001).
Conclusion:
It is essential to learn why nursing students were dissatisfied with remote learning to improve these types of learning experiences in the future.
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