Academic Performance of Nursing Students with Online Practice
https://doi.org/10.70228/YJHER2024023
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ABSTRACT
The study looked at the academic performance and the level of online learning practice of 206 nursing students during three to four months. An instrument with two modules, including general information on students and general information on online internships (Time Management, Course Communication, Course design, Perceived usefulness, Faculty technical competence, Clinical ability, and Research ability), was developed. One-way ANOVA and t-test inferential statistics were used to determine the difference between the elements in online practice and academic performance among nursing students when categorized by gender, grade ranking, organization units of an online internship, and connectivity status. Six students' Key Informant Interview (KII) serves only as supporting information for discussing the highlighted results. The findings showed that nursing students use online learning extensively, and there is no discernible difference in their academic achievement depending on any aspect of online practice other than perceived utility. However, disparities were noted based on connectivity status and organization unit. The study found a strong correlation between academic achievement and online learning practices. The Key Informant interview themes included acceptability, necessity, new knowledge, self-discipline, convenience, and perseverance. Online practice for nursing students is necessary and effective in this particular period. Hospitals and universities should jointly develop an online practice with superior resources and provide students with a good learning environment and resources.
Keywords: academic performance, nursing students, online practice
Volume 12 Issue 1, 2024 EDITION
Published 2024
Editor's Note
We are delighted to present this new issue (Vol. 12 Issue 1) of the Journal of Higher Education Research, featuring contributions that explore critical topics in nursing education, professional practice, literacy development, educational leadership, and holistic care. Each study reflects the dedication of our authors to addressing the evolving challenges in these fields. Yaqi and Chua examine the impact of human resource challenges and professional quality of life among hospital nurses during the COVID-19 pandemic, offering practical insights to improve nurse well-being. Similarly, Peng and Diva investigate secondary traumatic stress among psychiatric nurses, highlighting the role of organizational support and coping strategies in fostering resilience in high-pressure environments, especially those with high seniority and professional titles. Su and Lachica investigate subhealth determinants among Chinese nursing graduate students, highlighting the significant impact of lifestyle choices and stress management on their well-being. Meanwhile, Zhang and Dolendo examine the academic performance of nursing students engaged in online practice, offering valuable recommendations for enhancing virtual learning in healthcare education. Flipped classrooms are gaining traction as an innovative educational approach, and the work of Zhou and Young identifies factors and strategies influencing the implementation of the flipped classroom model within nursing education reform. Ma and Garcia, meanwhile, take us into the clinical learning landscape through a qualitative study that explores nursing students’ lived experiences, shedding light on their struggles, aspirations, and transformative journeys. Beyond the realm of nursing, this issue also features studies that broaden our understanding of educational practice and leadership. Amazona and Lizada explore public school teachers’ awareness and practices of Cura Personalis—the Jesuit principle of “care for the whole person”—as a basis for developing a “Nurturing the Nurturer” program. Lesondra and Leonor examine Project SCRIBE, a reading intervention grounded in the Language Experience Approach, demonstrating its effectiveness in enhancing reading comprehension, vocabulary, and critical thinking among high school students. Finally, Katalbas and Ramos offer an inspiring narrative inquiry into the journey of a novice principal, revealing the importance of resilience, empathy, and stakeholder trust in shaping effective school leadership. We extend our deepest gratitude to the authors for their invaluable contributions and to our reviewers for their thoughtful and rigorous evaluations. Special thanks to the dedicated staff and Dr. Lota Largavista, Director of the Publication and Engagement Office, for their steadfast support in bringing this issue to fruition. We hope this issue inspires you to reflect on these critical insights, apply them to your practice, and continue advancing research and education in nursing and healthcare. Sincerely, JOVAL N. MARTINEZ Editor-in-Chief