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Relationships Between Remote Learning Modalities and Nursing Students' Perceptions of Their Sleep Quality During the
Thye Peng Ngo1, J'Andra L Antisdel, Kuan Xing
1Assistant Professor and PhD Candidate (Mr Ngo), Department of Nursing, Glendale Community College, Glendale, California, and School of Nursing, Indiana University, Indianapolis; Assistant Professor and PhD Candidate (Ms Antisdel), School of Nursing, Saint Mary's College, Notre Dame, Indiana, and School of Nursing, Indiana University, Indianapolis; Director of Assessment and Research and Assistant Professor (Dr Xing), Center for Healthcare Improvement and Patient Simulation, The University of Tennessee Health Science Center, Memphis; and Professor (Dr Reising), School of Nursing, Indiana University, Bloomington.
Background:
The relationship between learning modalities and nursing students' sleep quality during the coronavirus disease (COVID-19) pandemic is unknown.
Purpose:
This study examined the relationships between remote learning and the sleep quality of nursing students during the COVID-19 pandemic.
Methods:
Using a cross-sectional descriptive design, 890 nursing students were surveyed online to identify sleeping habits and learning modalities.
Results:
There were no significant correlations between remote learning hours, self-reported sleep hours, and sleep quality. The asynchronous-only group reported better sleep quality than the in-person and online hybrid group after controlling for health conditions and grade point average. Students who reported that remote learning had impacted their sleep had poorer sleep quality.
Conclusions:
This study provides insight into how different learning modalities impact nursing students' sleep quality during the pandemic.
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