Nursing Students&apos; Academic Performance using the Online Teaching Methods: The Experience from Jordan

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Abstract

Objectives

As a result of the COVID-19 pandemic, all courses shifted to online teaching. This paper aimed to estimate the impact of online vs. face-to-face course delivery on students' Grade Point Average (GPA) and to find if there is any difference in students' GPA based on selected sociodemographic characteristics.

Methods

A cross-sectional design was used. A total of 3445 students enrolled in all faculties were included. Paired t-test, independent t, and ANOVA were used to answer research questions.

Results

The online GPA was significantly higher than face-to-face GPAs among the total study population. The online GPAs for female students, students in middle years, and those from mainly theoretical fields or faculties were significantly higher than face-to-face GPAs.

Conclusion

This study found that online instruction improved the academic performance of some students at certain phases. Online teaching benefited female students, colleges offering largely theoretical knowledge (law, Islamic studies, social studies), and middle-year students. Health and medical faculties were less suited for entirely online instruction. This study proposes online teaching as a valid and effective teaching method equivalent to face-to-face teaching methods under specific criteria: Entirely in theoretical disciplines or as part of programs as standing modules in practical fields, Female and middle-years students, especially those taking theoretical courses. The study also recommends that online teaching is a valid possibility amid extreme weather, health, natural, or political situations. Finally, online teaching should be implemented continuously to prepare staff and students for the application of online teaching during emergencies.

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Online eLearning for undergraduates in health professions: A systematic review of the impact on knowledge, skills, attitudes and satisfaction

Pradeep Paul George, Nikos Papachristou, José Marcano Belisario … (2014)

Background Health systems worldwide are facing shortages in health professional workforce. Several studies have demonstrated the direct correlation between the availability of health workers, coverage of health services, and population health outcomes. To address this shortage, online eLearning is increasingly being adopted in health professionals’ education. To inform policy–making, in online eLearning, we need to determine its effectiveness. Methods We performed a systematic review of the effectiveness of online eLearning through a comprehensive search of the major databases for randomised controlled trials that compared online eLearning to traditional learning or alternative learning methods. The search period was from January 2000 to August 2013. We included articles which primarily focused on students' knowledge, skills, satisfaction and attitudes toward eLearning and cost-effectiveness and adverse effects as secondary outcomes. Two reviewers independently extracted data from the included studies. Due to significant heterogeneity among the included studies, we presented our results as a narrative synthesis. Findings Fifty–nine studies, including 6750 students enrolled in medicine, dentistry, nursing, physical therapy and pharmacy studies, met the inclusion criteria. Twelve of the 50 studies testing knowledge gains found significantly higher gains in the online eLearning intervention groups compared to traditional learning, whereas 27 did not detect significant differences or found mixed results. Eleven studies did not test for differences. Six studies detected significantly higher skill gains in the online eLearning intervention groups, whilst 3 other studies testing skill gains did not detect differences between groups and 1 study showed mixed results. Twelve studies tested students' attitudes, of which 8 studies showed no differences in attitudes or preferences for online eLearning. Students' satisfaction was measured in 29 studies, 4 studies showed higher satisfaction for online eLearning and 20 studies showed no difference in satisfaction between online eLearning and traditional learning. Risk of bias was high for several of the included studies. Conclusion The current evidence base suggests that online eLearning is equivalent, possibly superior to traditional learning. These findings present a potential incentive for policy makers to cautiously encourage its adoption, while respecting the heterogeneity among the studies.

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A systematic review evaluating the impact of online or blended learning vs. face-to-face learning of clinical skills in undergraduate nurse education.

Karen McCutcheon, Maria Lohan, Marian Traynor … (2015)

To determine whether the use of an online or blended learning paradigm has the potential to enhance the teaching of clinical skills in undergraduate nursing.

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Why, When and How to Adjust Your P Values?

Mohieddin Jafari, Naser Ansari-Pour (2018)

Currently, numerous papers are published reporting analysis of biological data at different omics levels by making statistical inferences. Of note, many studies, as those published in this Journal, report association of gene(s) at the genomic and transcriptomic levels by undertaking appropriate statistical tests. For instance, genotype, allele or haplotype frequencies at the genomic level or normalized expression levels at the transcriptomic level are compared between the case and control groups using the Chi-square/Fisher’s exact test or independent (i.e. two-sampled) t-test respectively, with this culminating into a single numeric, namely the P value (or the degree of the false positive rate), which is used to make or break the outcome of the association test. This approach has flaws but nevertheless remains a standard and convenient approach in association studies. However, what becomes a critical issue is that the same cut-off is used when ‘multiple’ tests are undertaken on the same case-control (or any pairwise) comparison. Here, in brevity, we present what the P value represents, and why and when it should be adjusted. We also show, with worked examples, how to adjust P values for multiple testing in the R environment for statistical computing (http://www.R-project.org).

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Author and article information

Journal

Journal ID (publisher-id): TONURSJ

Journal ID (nlm-ta): Open Nurs J

Title: The Open Nursing Journal

Abbreviated Title: Open Nurs. J.

Publisher: Bentham Science Publishers

ISSN (Electronic): 1874-4346

Publication date (Electronic): 15 May 2023

Publication date Collection: 2023

Volume: 17

Electronic Location Identifier: e187443462303280

Affiliations

[1 ]Faculty of Nursing, Applied Science Private University, Amman, 11931-166 Jordan

[2 ]Department of Nursing, College of Health Sciences, University of Sharjah, United Arab Emirates

Author notes

[* ]Address correspondence to this author at the Faculty of Nursing, Head of Nursing Department at Applied Science Private University, Amman, 11931-166 Jordan; Tel: 00962795087119; E-mail: g_aldwik@ 123456asu.edu.jo

Article

Publisher ID: e187443462303280

DOI: 10.2174/18744346-v17-e230419-2022-177

SO-VID: 963b010c-3a71-41a2-8cda-59adc9d86d00

License:

This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International Public License (CC-BY 4.0), a copy of which is available at: https://creativecommons.org/licenses/by/4.0/legalcode. This license permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

History

Date received : 11 November 2022

Date revision received : 01 February 2023

Date accepted : 16 March 2023

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Nursing Students' Academic Performance using the Online Teaching Methods: The Experience from Jordan

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Abstract

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Conclusion

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Novel Coronavirus Disease COVID-19

Most cited references 21

Online eLearning for undergraduates in health professions: A systematic review of the impact on knowledge, skills, attitudes and satisfaction

A systematic review evaluating the impact of online or blended learning vs. face-to-face learning of clinical skills in undergraduate nurse education.

Why, When and How to Adjust Your P Values?

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