Online Education: Learning Process, Assessment, and Satisfaction among Nursing Students

Mohamed Bakr, Manal; Abd Elmonem Aref, Mervat; Farouk Kamel, Fawzia

doi:10.21608/ejhc.2022.262285

Online Education: Learning Process, Assessment, and Satisfaction among Nursing Students

Document Type : Original Article

Authors

¹ Assist. Professor, Nursing Administration, Faculty of Nursing, Menoufia University, Egypt

² Lecturer, Nursing Administration, Faculty of Nursing, Damnhour University, Egypt

³ Assist. Professor, Nursing Administration, Faculty of Nursing, Benha University, Egypt

10.21608/ejhc.2022.262285

Abstract

Background: Learning satisfaction represents learners’ feelings and attitudes toward the learning process, assessment or the
perceived level of fulfilment attached to one’s want to learn, introduced through the education involvements. Aim: to assess
online education: learning process, assessment, and satisfaction among nursing students. Setting: The study was carried out
in the nursing administration department of Faculty of nursing in both Menoufia and Benha universities. Research design:
A quantitative, descriptive, design was used. Sample: A purposive sample of (600) Fourth year students enrolled to
nursing administration during academic year 2021/2022 in two universities in the delta of Egypt. Results: the highest
percentage of fourth year nursing students (95.3%. 94.3% and 93.3 %) had an email address, had Android mobile and used
web for instructional purposes. More than (90%) of students never had previous training on TOEFL. Approximately two
thirds of students had grade B in ICDL. Most of students had competency to Web browser and most of them (87.5%) had
satisfactory level of online education. Conclusion: There was a highly statistically correlation between learning process and
online assessment regard e learning and student satisfaction. Recommendations: online education should be assessed in
different settings through other core courses of nursing such as medical surgical, critical care, obstetric and pediatric which
requires direct patients’ live practice. Further studies are essential to investigate the faculty members’ responses, adaptation,
greeting, and availability to connect with web based learning. The potential threats accompanied with online education
management systems from instructors and learners viewpoints should be explored as well.

Keywords