INTRODUCTION:

E-learning is used to provide instructional programmes including verities of learning experiences to students where the instructors and students are interacted and exchanges the knowledge from different environments. It uses the Internet facilities, computer technology and networking. E-learning means use of wide range of applications and processes designed to deliver knowledge through different electronic devices such as CD-ROM, video-conferencing and so on. It also includes the following online learning, web based training and computer based training.¹

E-learning is a relatively new phenomenon to the nursing profession scenario, currently both the educators and students are struggling with the idea of its implementation and adaptation respectively^.
2 The E- learning has many benefits and challenges and it may vary according to the students experiences and perception.

The World Health Organization amongst others recognizes the need for the introduction of clinical supervision education in health professional education as a central strategy for improving patient safety and patient care.³ In a crisis like covid 19 pandemic online learning methods are growing exponentially used in all education and the systematic evaluation of the perception among nursing students was done in this study.

The aim of the present study was to identify the students perception towards this new concept of e-learning by determining their experiences, benefits and challenges.

STATEMENT OF THE PROBLEM:

A study to assess the perspective of e-learning among nursing students in selected nursing college Thrissur.

OBJECTIVES OF THE STUDY:

1. To assess the perspectives on E- learning among nursing students

2. To find the association between the student perspectivesof E-learning with selected socio-demographic variables

OPERATIONAL DEFINITIONS:

Perspectives:

Nursing students views on usage of e- learning platform for teaching learning process it include information quality, the perceptions on e-learning, online exams & assessment, benefits and challenges.

E-learning:

It is learning experiences that is enhanced through utilizing computers and/or internet both outside and inside the facility of the educational organization. Instruction most commonly take place in the online environment

Hypothesis:

H₁: There is significant association between selected socio-demographic variables and nursing students perspective on E-learning

MATERIAL AND METHODS:

Research design:

Descriptive study

Setting:

The study conducted in Jubilee mission college of nursing.

Population:

B Sc and GNM Nursing students of Jubilee mission college of nursing

Sampling technique:

Stratified quota sampling

Sample size:

225 B Sc and GNM Nursing students

Inclusion criteria for sampling:

Nursing students who

· Are using E-learning method for teaching learning

· Are willing to participate

Exclusion criteria for sampling:

Nursing students who

· Are not available during the time of data collection

Tools and techniques of data collection:

Section A: Consist of socio-demographic variables such as age, education, year of study, area of living, device used, previous experience on e- learning and previous knowledge on computer technology.

Section B: A 4 point Likert scale in Google form format which contains questions in information quality, perception, benefits and challenges. The total score obtained 100 and is and the minimal score obtained is 25.

Data collection method:

The permission was obtained from the administrative heads of the institution for conducting research. The questionnaire was prepared in google form with two sections. The samples were taken by Stratified quota sampling and Electronic consent was obtained from the participants prior to study through email. The questionnaire was sent to the samples selected as google form and collected the data. The data were analyzed by using descriptive and inferential statistics.

RESULT:

Table 1: Frequency and percentage distribution of nursing students based on socio demographic variables. (n-225)

Sl No	Socio-demographic and Clinical data variables	Frequency	Percentage
1	Age in years
	17-19	83	36.9
	20-22	127	56.4
	23-25	13	5.8
	More than 25	2	.9
2	Educational qualification
	BSc Nursing	125	55.6
	GNM	100	44.4
3	Year of study
	I	50	22.2
	II	50	22.2
	III	50	22.2
	IV	75	33.4
4	Residence
	Urban	88	39.1
	Rural	137	60.9
5	Device used for E-learning
	Mobile	201	89.3
	Laptop	2	.9
	Desktop	0	0
	Tab	1	.4
	Both 1 and 2	12	5.3
	Both 1 and 3	7	3.1
	Both 1 and 4	3	1
6	Previous experience on E-learning
	Yes	34	15.1
	No	191	84.9
7	Previous knowledge on computer technology
	Yes	156	69.3
	No	69	30.7
8	Are you interested in E-learning
	Yes	145	64.4
	No	80	35.6

Data from Table 1 shows that 127 (56.4%) of the students were in the age group of 20 to 22 years, 125 (55.6%) nursing students belongs to BSc Nursing, 75 (33.4%) belongs to IV year of their education and majority of students 137 (60.9%) were the resident of urban area. Most of them 201 (89.3%) were using mobile for E - learning and majority of samples 191 (84.9%) had no previous experience on E-learning, most of them 156 (69.3%) had previous knowledge on computer and 145 (64.4%) were interested in E-earning

Figure 1: Devices used for E-learning among nursing students

Figure 1 shows that most of them 201 (89.3%) were using mobile, 2 (0.9%) were using laptop, 1 (0. 4%) were using tab, 12 (5.3%) were using both mobile and laptop, 7 (3.1%) were using both mobile and desktop, 3 (1%) were using both mobile and tab and non of them were using only desktop for E – learning

Figure 2 shows that

Table 2: Frequency and percentage of component wise perspective of e-learning among nursing students n=225

Sl. No	Perspective of E-learning	High perspective		Medium perspective		Low perspective
Sl. No	Perspective of E-learning	f	%	f	%	F	%
1	Information quality	84	37.3	130	57.8	11	4.9
2	Perception	19	8.44	194	86.22	12	5.33
3	Benefits	176	78.2	43	19.1	6	2.7
4	Challenges	6	2.66	65	28.88	154	68.44
5	Overall	41	18.22	181	80.44	3	1.33

Table 2 shows that majority of the samples 130 (57.8%) had medium level of pespectiveness in the quality of information provided through E-learning, most of the samples 194 (72%) had medium pespectiveness on perception, 176 (78.2%) had perceived the E-learning as beneficial in the provided aspects, majority 154 (68.4%) nursing students felt challenges in E-learning perspective and overall 181 (80.4%) had medium level of perspective towards E-learning.

Figure 2 Frequency of component wise perspective of E-learning among nursing students

Figure 2 shows majority of the samples 130 (57.8%) had medium level of pespectiveness in the quality of information provided through E-learning, most of the samples 194 (72%) had medium pespectiveness on perception, 176 (78.2%) had perceived the E-learning as beneficial in the provided aspects, majority 154 (68.4%) nursing students felt challenges in E-learning perspective and overall 181 (80.4%) had medium level of perspective towards E-Learning.

Figure 3: Overall perception of E-learning among nursing students

Figure 3 shows that 181 (80.44%) had medium, 41 (18.2%) had high and only 3 (1.3%) had low perspective towards E-Learning.

Table 3: Association between level of perception with selected socio-demographic variables on perception of E-learning n=225

Socio demographic and clinical data variables	Perspective of E-learning
	HIgh perspective		Mediumperspective			Low perspective	χ2	df	P value
Age in years							2.281	4	.684
17-19		20		62	1
20-22		53		71	3
23-25		8		5	0
More than 25		1		1	4
Educational qualification							3.535	2	.171
BSc Nursing		48		75	2
GNM		34		64	2
Residence							7.339	8	.501
Urban		32		53	3
Rural		50		86	1
Previous experience on E-learning							1.067	2	.586
Yes		15		18	1
No		67		121	3
Previous knowledge on computer technology							2.42	2	.000**
Yes		57		96	3
No		25		43	1
Are you interested in E-learning							21.093	3	.000**
Yes		68		76	1
No		14		63	3

Significant P < 0.05 level

Table 3 shows that the sociodemographic variable of previous knowledge on computer technology and interest towards E-learning had significant association with nursing students perspective of E-learning at p value 0.000 (p< 0.05).

DISCUSSION:

The study result showed that majority 181 (80.4%) had medium level of perspective towards E-learning among nursing students as anxiety is highly prevalent among nursing students even in normal circumstances and which worsened during the covid-19 pandemic due to mandatory lockdown. Nursing students encountered a new reality of learning, economic uncertainty, fear of infection, challenges of distance education, lack of practical exposure to clinical learning etc. Even though they are provided with online facilities for learning the data on perspective of E-learning among nursing students showed that 130 (57.8%) had medium level of pespectiveness in the quality of information provided, 176 (78.2%) had perceived the E-learning as beneficial in the provided aspects, majority 154 (68.4%) nursing students felt challenges in E-learning perspective

A cross-sectional study was conducted among all 244 students in the nursing department during the third week of a national lockdown. The prevalence of moderate and severe anxiety was 42.8% and 13.1% respectively. Gender, lack of PPE, and fear of infection were significantly associated with a higher anxiety score. Stronger resilience and usage of humor were associated with significantly lower anxiety levels, while mental disengagement with higher anxiety levels.⁴

The result also showed that, previous knowledge on computer technology and interest towards E-learning had significant association with nursing student’s perspective of E-learning at p value 0.000 (p< 0.05). Even though online learning was seen to be convenient allowing students to study at their own pace and time but students reported that online learning enabled them to hold a higher level of accountability for their own learning and to learn independently.

A quantitative study was done among 109 nursing students to assess the emerging use of technology in higher education by using convenience sampling. The result indicated that participants are struggled with inaccurate expectations of workload and the technical difficulties presented by online module. Extend of autonomy and flexibility were identified as two prominent traits were exhibited by students and the study concluded that under graduate nursing students faces challenges in online learning. ⁵

Not all experiences were positive so there were students felt difficulties in online education. A major hindrance to online learning was the inadequate opportunity for teacher interaction which was deemed necessary for establishing clinical experience and developing in-depth group discussion on subject matter.⁶ The students shown a medium level of perspectiveness towards E- learning even though majority perceived medium level of challenges in E-learning. These findings provide a guide for further development and improvement in online teaching and learning methodologies of E-learning perspective in nursing.

REFERENCE:

1. Samsuri NN, Nadzri FA, Rom KB. A study on the student's perspective on the effectiveness of using e-learning. Procedia-Social and Behavioral Sciences. 2014 Mar 20; 123:139-44.

2. Mahajan MV. A study of studentsâ€™ perception about e-learning. Indian Journal of Clinical Anatomy and Physiology. 2018 Nov 21;5(3).

3. Dutta S, Ambwani S, Lal H, Ram K, Mishra G, Kumar T, Varthya SB. The satisfaction level of undergraduate medical and nursing students regarding distant preclinical and clinical teaching Amidst COVID-19 across India. Advances in Medical Education and Practice. 2021; 12:113.

4. Savitsky B, Findling Y, Ereli A, Hendel T. Anxiety and coping strategies among nursing students during the covid-19 pandemic. Nurse Education in Practice. 2020 Jul 1; 46:102809.

5. Ota M, Peck B, Porter J. Evaluating a blended online learning model among undergraduate nursing students: a quantitative study. CIN: Computers, Informatics, Nursing. 2018 Oct 1;36(10):507-12.

6. Sit JW, Chung JW, Chow MC, Wong TK. Experiences of online learning: students’ perspective. Nurse Education Today. 2005 Feb 1;25(2):140-7.

Received on 09.08.2022 Modified on 16.09.2022

Int. J. Nur. Edu. and Research. 2022; 10(4):345-348.

DOI: 10.52711/2454-2660.2022.00080