Prelicensure nursing students’ perceptions of a rapid transition to an online learning environment

Abstract

Background/Objective: The need to transition to an online learning environment secondary to the COVID-19 pandemic required prelicensure nursing educators and students to become rapidly familiar with new teaching modalities. There is insufficient evidence to support the effectiveness of, and satisfaction with, the online learning environment in prelicensure nursing education due to historic underutilization of online methods and lack of research. The aim of this study was to evaluate the experiences and satisfaction of prelicensure nursing students with regards to effective teaching modalities following a rapid transition from the traditional to online learning environment.

Methods: This study was a secondary analysis of data from an online survey of 215 students registered for the prelicensure nursing major at a medium sized state university in the American Midwest in the spring semester of 2020. During this semester, a rapid transition from the traditional to online learning environment occurred as a result of the COVID-19 pandemic. Analysis within this secondary study focused on a series of open-ended questions inviting students to comment on the effectiveness of, and satisfaction with, online learning, together with perceived barriers, advantages and disadvantages in the context of a rapid transition to an online learning environment during the spring semester 2020. Framework analysis was utilized for the secondary qualitative data analysis.

Results: Four themes were identified in the secondary analysis of the survey responses from the primary study which appeared to shape the students’ experiences of the shift to online learning. These were: learning environment, course design and delivery, communication, and learner characteristics. Analysis of open-ended responses suggested each of these themes could be experienced by students along a continuum ranging from unfavorable to favorable. The combination of each student’s experiences along these continua appear to cumulatively impact and predict their success in the online learning environment.

Conclusions: Perceptions of online learning were personal to, and differed between, individual students. Faculty can directly impact two of the themes identified: course design and delivery and communication. Individualization of the student’s learning experience through tailored course delivery and support of learning needs will aid in increased satisfaction and successful learning outcomes. Analysis of open-ended responses suggested that each of these themes could be experienced by students along a continuum ranging from unfavorable to favorable. The combination of each student’s experiences along these continua appear to cumulatively impact and predict their success in the online learning environment.