{"title":"斯里兰卡护理本科生在COVID-19期间在线远程学习的使用、准备、障碍和感知有效性：一项横断面研究","authors":"Prasanthi Sumudrika Ilankoon Ilankoon Mudiyanselage, Kedhara Sujatha Seneviratne Seneviratne Mudiyanselage","doi":"10.1186/s12912-025-03583-y","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>The COVID-19 pandemic disrupted traditional learning, presenting unique challenges for nursing undergraduates due to the hands-on nature of their education. Assessing students' readiness, usage of online platforms, and the barriers they face is crucial to evaluating the effectiveness and sustainability of online learning. This study aimed to investigate nursing undergraduates' use of online learning facilities, readiness for online distance learning, and associated factors; to identify the barriers and challenges they faced; and to explore their perceived effectiveness with online distance learning during the COVID-19 pandemic.</p><p><strong>Methods: </strong>This descriptive cross-sectional study was conducted among 137 nursing undergraduates in Sri Lanka. Data were collected using a pretested, validated study instrument, including students' Online Learning Readiness Score (OLRS) distributed through Google Forms. The data were then analysed using descriptive statistics and multivariate analysis of variance.</p><p><strong>Results: </strong>The study had a 91.3% response rate (n = 137), with a mean participant age of 24.18 (± 3.45) years. Nearly half (51.8%) accessed online classes via smartphones, and most (62.8%) used mobile data. Key challenges included mobility restrictions (85.4%), lack of face-to-face interaction (82.5%), heavy workloads (81%), household duties (79.6%), and poor internet connectivity (78.8%). The mean Online Learning Readiness Score (OLRS) was 13.95 (± 4.90), with higher scores in self-directed learning and motivation (3.44-3.63). MANOVA revealed a significant gender difference in OLRS (F = 3.932, p < 0.04; Wilks' Lambda = 0.955; η² = 0.028), and significant differences in computer internet self-efficacy across academic years (F = 6.015, p < 0.001; Wilks' Lambda = 0.808; η² = 0.119).</p><p><strong>Conclusion: </strong>Nursing undergraduates faced several challenges to online learning during COVID-19, including mobility restrictions, low motivation, and poor connectivity. Despite moderate self-directed learning and motivation, overall readiness was low. Readiness varied by gender and academic year, indicating the need for targeted support to improve digital preparedness and engagement.</p><p><strong>Clinical trial number: </strong>Not applicable.</p>","PeriodicalId":48580,"journal":{"name":"BMC Nursing","volume":"24 1","pages":"932"},"PeriodicalIF":3.1000,"publicationDate":"2025-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12273194/pdf/","citationCount":"0","resultStr":"{\"title\":\"Nursing undergraduates' use, readiness, barriers, and perceived effectiveness of online distance learning during COVID-19 in Sri Lanka: a cross-sectional study.\",\"authors\":\"Prasanthi Sumudrika Ilankoon Ilankoon Mudiyanselage, Kedhara Sujatha Seneviratne Seneviratne Mudiyanselage\",\"doi\":\"10.1186/s12912-025-03583-y\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>The COVID-19 pandemic disrupted traditional learning, presenting unique challenges for nursing undergraduates due to the hands-on nature of their education. Assessing students' readiness, usage of online platforms, and the barriers they face is crucial to evaluating the effectiveness and sustainability of online learning. This study aimed to investigate nursing undergraduates' use of online learning facilities, readiness for online distance learning, and associated factors; to identify the barriers and challenges they faced; and to explore their perceived effectiveness with online distance learning during the COVID-19 pandemic.</p><p><strong>Methods: </strong>This descriptive cross-sectional study was conducted among 137 nursing undergraduates in Sri Lanka. Data were collected using a pretested, validated study instrument, including students' Online Learning Readiness Score (OLRS) distributed through Google Forms. The data were then analysed using descriptive statistics and multivariate analysis of variance.</p><p><strong>Results: </strong>The study had a 91.3% response rate (n = 137), with a mean participant age of 24.18 (± 3.45) years. Nearly half (51.8%) accessed online classes via smartphones, and most (62.8%) used mobile data. Key challenges included mobility restrictions (85.4%), lack of face-to-face interaction (82.5%), heavy workloads (81%), household duties (79.6%), and poor internet connectivity (78.8%). The mean Online Learning Readiness Score (OLRS) was 13.95 (± 4.90), with higher scores in self-directed learning and motivation (3.44-3.63). MANOVA revealed a significant gender difference in OLRS (F = 3.932, p < 0.04; Wilks' Lambda = 0.955; η² = 0.028), and significant differences in computer internet self-efficacy across academic years (F = 6.015, p < 0.001; Wilks' Lambda = 0.808; η² = 0.119).</p><p><strong>Conclusion: </strong>Nursing undergraduates faced several challenges to online learning during COVID-19, including mobility restrictions, low motivation, and poor connectivity. Despite moderate self-directed learning and motivation, overall readiness was low. Readiness varied by gender and academic year, indicating the need for targeted support to improve digital preparedness and engagement.</p><p><strong>Clinical trial number: </strong>Not applicable.</p>\",\"PeriodicalId\":48580,\"journal\":{\"name\":\"BMC Nursing\",\"volume\":\"24 1\",\"pages\":\"932\"},\"PeriodicalIF\":3.1000,\"publicationDate\":\"2025-07-17\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12273194/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"BMC Nursing\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.1186/s12912-025-03583-y\",\"RegionNum\":2,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"NURSING\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"BMC Nursing","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1186/s12912-025-03583-y","RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"NURSING","Score":null,"Total":0}
Nursing undergraduates' use, readiness, barriers, and perceived effectiveness of online distance learning during COVID-19 in Sri Lanka: a cross-sectional study.
Background: The COVID-19 pandemic disrupted traditional learning, presenting unique challenges for nursing undergraduates due to the hands-on nature of their education. Assessing students' readiness, usage of online platforms, and the barriers they face is crucial to evaluating the effectiveness and sustainability of online learning. This study aimed to investigate nursing undergraduates' use of online learning facilities, readiness for online distance learning, and associated factors; to identify the barriers and challenges they faced; and to explore their perceived effectiveness with online distance learning during the COVID-19 pandemic.
Methods: This descriptive cross-sectional study was conducted among 137 nursing undergraduates in Sri Lanka. Data were collected using a pretested, validated study instrument, including students' Online Learning Readiness Score (OLRS) distributed through Google Forms. The data were then analysed using descriptive statistics and multivariate analysis of variance.
Results: The study had a 91.3% response rate (n = 137), with a mean participant age of 24.18 (± 3.45) years. Nearly half (51.8%) accessed online classes via smartphones, and most (62.8%) used mobile data. Key challenges included mobility restrictions (85.4%), lack of face-to-face interaction (82.5%), heavy workloads (81%), household duties (79.6%), and poor internet connectivity (78.8%). The mean Online Learning Readiness Score (OLRS) was 13.95 (± 4.90), with higher scores in self-directed learning and motivation (3.44-3.63). MANOVA revealed a significant gender difference in OLRS (F = 3.932, p < 0.04; Wilks' Lambda = 0.955; η² = 0.028), and significant differences in computer internet self-efficacy across academic years (F = 6.015, p < 0.001; Wilks' Lambda = 0.808; η² = 0.119).
Conclusion: Nursing undergraduates faced several challenges to online learning during COVID-19, including mobility restrictions, low motivation, and poor connectivity. Despite moderate self-directed learning and motivation, overall readiness was low. Readiness varied by gender and academic year, indicating the need for targeted support to improve digital preparedness and engagement.
期刊介绍：
BMC Nursing is an open access, peer-reviewed journal that considers articles on all aspects of nursing research, training, education and practice.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
