Engagement, satisfaction and motivation in online and hybrid learning environments among nursing students: a cross-sectional comparative study.

Abstract

Background: The COVID-19 pandemic has abruptly enforced the adoption of online learning approaches in nursing education, which have placed both students and educators under various challenges such as student academic achievement, reduced curricular completion, reduced teacher-student interaction, and decreased information retention.

Aim: This study aimed to explore the engagement, satisfaction, and motivation in online and hybrid learning environments among Lebanese and Turkish nursing students.

Methods: A sample of 650 Lebanese and 654 Turkish nursing students took part in this study. A quantitative cross-sectional research design was adopted.

Results: The results of independent T-tests showed that Lebanese students scored significantly higher on the level of self-efficacy (5.49 ± .098), yet Turkish students scored higher on the level of distance learning satisfaction with connectivity (3.40 ± 0.72). The regression analysis showed that higher motivation (p < 0.001), lower satisfaction (p < 0.001), and the type of education (p = 0.001) were predictors of higher engagement. The effect of nationality on these outcomes needs to be further investigated, as the comparison showed association only in two subscales.

Conclusion: This implies that nurse educators are encouraged to investigate the factors that increase nursing student satisfaction thus to increase their engagement. This research encourages further educational and psychological research among nursing students to explore the factors and predictors of academic achievement in online and hybrid learning environments.