PDF(Pubmed)
Abstract：
BACKGROUND: The COVID-19 pandemic necessitated an abrupt transition to online learning in nursing education, presenting unprecedented challenges. This research aims to comprehensively assess the challenges faced by nursing students during this transition, exploring key issues, recommending strategies, and analyzing their impact on student perceptions.
METHODS: Using a cross-sectional design, the study surveyed 941 nursing students across eight Arab countries-Jordan, Iraq, Lebanon, Palestine, Oman, KSA, UAE, and Egypt-to ensure a representative sample and enhance external validity. Data collection involved a thorough survey covering academic, technological, and administrative challenges. Reliability analysis, descriptive statistics, and variance analysis using Kruskal -Wallis and Mann-Whitney tests were conducted to examine differences between countries and sociodemographic variables.
RESULTS: Descriptive statistics revealed significant demographic disparities. Single individuals in Jordan and those with lower family income in Palestine and Lebanon reported notably higher challenges. Female students in Iraq and Lebanon perceived greater challenges compared to males. Students pursuing diplomas in Jordan and bridging programs in Lebanon faced elevated difficulties. Governmental university students in Lebanon and private university students in Jordan encountered distinct challenges. Lack of available internet was particularly challenging in Jordan and Lebanon, whereas students using tablets in Lebanon and laptops in Palestine reported heightened challenges. Economic disparities, notably in family income, further hindered engagement with online learning materials. Across countries, academic challenges included managing coursework and accessing resources, exacerbated by administrative inefficiencies, especially in Palestine and Lebanon. Students in the UAE reported fewer challenges, facilitated by robust internet infrastructure and comprehensive institutional support.
CONCLUSIONS: This study provides critical insights into the challenges faced by nursing students during the Middle East\'s online learning transition. Key challenges encompass technological issues, academic workload, and administrative inefficiencies, with significant disparities across countries. The findings underscore the urgent need for targeted interventions, particularly in Palestine, to enhance online learning experiences. Policymakers and educational institutions can leverage these insights to advocate for student-centric approaches and policy development aimed at improving online learning across the region.
METHODS: Using a cross-sectional design, the study surveyed 941 nursing students across eight Arab countries-Jordan, Iraq, Lebanon, Palestine, Oman, KSA, UAE, and Egypt-to ensure a representative sample and enhance external validity. Data collection involved a thorough survey covering academic, technological, and administrative challenges. Reliability analysis, descriptive statistics, and variance analysis using Kruskal -Wallis and Mann-Whitney tests were conducted to examine differences between countries and sociodemographic variables.
RESULTS: Descriptive statistics revealed significant demographic disparities. Single individuals in Jordan and those with lower family income in Palestine and Lebanon reported notably higher challenges. Female students in Iraq and Lebanon perceived greater challenges compared to males. Students pursuing diplomas in Jordan and bridging programs in Lebanon faced elevated difficulties. Governmental university students in Lebanon and private university students in Jordan encountered distinct challenges. Lack of available internet was particularly challenging in Jordan and Lebanon, whereas students using tablets in Lebanon and laptops in Palestine reported heightened challenges. Economic disparities, notably in family income, further hindered engagement with online learning materials. Across countries, academic challenges included managing coursework and accessing resources, exacerbated by administrative inefficiencies, especially in Palestine and Lebanon. Students in the UAE reported fewer challenges, facilitated by robust internet infrastructure and comprehensive institutional support.
CONCLUSIONS: This study provides critical insights into the challenges faced by nursing students during the Middle East\'s online learning transition. Key challenges encompass technological issues, academic workload, and administrative inefficiencies, with significant disparities across countries. The findings underscore the urgent need for targeted interventions, particularly in Palestine, to enhance online learning experiences. Policymakers and educational institutions can leverage these insights to advocate for student-centric approaches and policy development aimed at improving online learning across the region.
摘要：
背景：COVID-19大流行需要在护理教育中突然过渡到在线学习，带来前所未有的挑战。这项研究旨在全面评估护理专业学生在这一转变过程中面临的挑战，探索关键问题，推荐策略，并分析它们对学生观念的影响。
方法：使用横截面设计，这项研究调查了8个阿拉伯国家-约旦的941名护理专业学生，伊拉克,黎巴嫩,巴勒斯坦,阿曼,KSA,阿联酋，和埃及-确保有代表性的样本并提高外部有效性。数据收集涉及一项涵盖学术的彻底调查，技术,和行政挑战。可靠性分析,描述性统计，使用Kruskal-Wallis和Mann-Whitney检验进行方差分析，以检查国家和社会人口统计学变量之间的差异。
结果：描述性统计揭示了显著的人口统计学差异。约旦的单身人士以及巴勒斯坦和黎巴嫩家庭收入较低的人报告了更高的挑战。与男性相比，伊拉克和黎巴嫩的女学生面临更大的挑战。在约旦攻读文凭和在黎巴嫩的衔接课程的学生面临着越来越大的困难。黎巴嫩的政府大学生和约旦的私立大学生遇到了不同的挑战。在约旦和黎巴嫩，缺乏可用的互联网尤其具有挑战性，而在黎巴嫩使用平板电脑和巴勒斯坦使用笔记本电脑的学生报告说，挑战加剧。经济差距,特别是在家庭收入方面，进一步阻碍了对在线学习材料的参与。在各个国家,学术挑战包括管理课程和访问资源，行政效率低下加剧了，特别是在巴勒斯坦和黎巴嫩。阿联酋的学生报告的挑战较少，由强大的互联网基础设施和全面的机构支持推动。
结论：这项研究提供了对中东在线学习过渡期间护理专业学生所面临的挑战的重要见解。主要挑战包括技术问题，学术工作量,行政效率低下，各国之间存在巨大差异。调查结果强调了迫切需要有针对性的干预措施，尤其是在巴勒斯坦,增强在线学习体验。政策制定者和教育机构可以利用这些见解，倡导以学生为中心的方法和政策制定，旨在改善整个地区的在线学习。
方法：使用横截面设计，这项研究调查了8个阿拉伯国家-约旦的941名护理专业学生，伊拉克,黎巴嫩,巴勒斯坦,阿曼,KSA,阿联酋，和埃及-确保有代表性的样本并提高外部有效性。数据收集涉及一项涵盖学术的彻底调查，技术,和行政挑战。可靠性分析,描述性统计，使用Kruskal-Wallis和Mann-Whitney检验进行方差分析，以检查国家和社会人口统计学变量之间的差异。
结果：描述性统计揭示了显著的人口统计学差异。约旦的单身人士以及巴勒斯坦和黎巴嫩家庭收入较低的人报告了更高的挑战。与男性相比，伊拉克和黎巴嫩的女学生面临更大的挑战。在约旦攻读文凭和在黎巴嫩的衔接课程的学生面临着越来越大的困难。黎巴嫩的政府大学生和约旦的私立大学生遇到了不同的挑战。在约旦和黎巴嫩，缺乏可用的互联网尤其具有挑战性，而在黎巴嫩使用平板电脑和巴勒斯坦使用笔记本电脑的学生报告说，挑战加剧。经济差距,特别是在家庭收入方面，进一步阻碍了对在线学习材料的参与。在各个国家,学术挑战包括管理课程和访问资源，行政效率低下加剧了，特别是在巴勒斯坦和黎巴嫩。阿联酋的学生报告的挑战较少，由强大的互联网基础设施和全面的机构支持推动。
结论：这项研究提供了对中东在线学习过渡期间护理专业学生所面临的挑战的重要见解。主要挑战包括技术问题，学术工作量,行政效率低下，各国之间存在巨大差异。调查结果强调了迫切需要有针对性的干预措施，尤其是在巴勒斯坦,增强在线学习体验。政策制定者和教育机构可以利用这些见解，倡导以学生为中心的方法和政策制定，旨在改善整个地区的在线学习。
