Jay Camille S.

Buhangin BSN-3

Topic : Factors that affecting the Performances of Student-Nurses this New Normal
Learning Scheme

RRL #6
For some students in Lyall and McNamara’s (2000) study, family members, partners,
and sometimes friends, served as support for their online studies. The study indicated
that the support was sometimes “passive, such as not interrupting during study
sessions, but often it was active, such as giving encouragement or helping the student
memorise material”. On the other hand, life issues often interfered with educational
access and opportunity and vice versa, thus influencing student experiences. A student
from Hara and Kling’s (2000) study indicated that the accessibility of online learning
can overshadow other responsibilities: “If I have one complaint about this class, it is
that time goes so quickly. I can be hooked up with a computer for a whole day and
then realize that I haven’t had a dinner or I haven’t prepared my lesson plans”.
Maintaining a balance was critical to students.
(Source: Stephanie J. Blackmon and Claire Major “STUDENT EXPERIENCES IN
ONLINE COURSES”)
Retrieved from: https://www.cu.edu/doc/student-experiences-online-classesqual-
study.pdf

RRL #7

With online teaching, students who usually don't participate in class may now voice
their opinions and concerns. As they are not in a classroom setting, quieter students
may feel more comfortable partaking in class dialogue without being recognized or
judged. This, in turn, may increase average class scores (Driscoll et al., 2012).
(Source: Jasmine Paul and Felicia Jefferson, 12 November 2019 ,
“A Comparative Analysis of Student Performance in an Online vs. Face-to-Face
Environmental Science Course From 2009 to 2016”)
https://www.frontiersin.org/articles/10.3389/fcomp.2019.00007/full

RRL #8

The Wallace review addressed two questions: 1) what constitutes teaching in online
classes; and 2) what difference does the nature of subject matter make in online
classes. She identified student roles in online education and how they perceived their
online learning experiences. She reported that in online courses social presence and
interaction were primary to student learning. In particular, she emphasized the
importance of establishing an interactive relationship between students and instructor
and among students, contending that such interactions led to satisfactory learning
results. In addition, she questioned the effectiveness of the strategies to minimize
transactional distance, and raised the concerns about the studies she reviewed, which
were mostly evaluated by students’ self-reports
RRL #9

Ke (2010), in his study of online adult learning, pointed out that cognitive presence in
adult learners was about how they perceived their learning satisfaction. His study
showed that “most adult students reported deep learning as the dominant learning
approach”. He discussed individualistic learning as a dominant approach in adult
learners’ cognitive learning activities, indicating that adult learners had mixed
feelings about online discussions. In their view, the effectiveness of online discussion
largely depended on who participated in the discussion, and meaningful and valuable
discussion were grounded on whether the participating peers were “chatty and
talkative.” They were concerned that unbalanced discussion performances among
their peers would greatly undermine the quality of online discussion.
(Source:Anna Sun and Xiufang Chen 2016, “Online Education and Its Effective
Practice”)
http://www.jite.org/documents/Vol15/JITEv15ResearchP157-190Sun2138.pdf

RRL #10
Successful learning requires that students be motivated to achieve the desired learning
goals (Lee, & Hao, 2015). However, not all students can develop an effective path
that is beneficial to learning on their own (Lee, Cheng, Rai, & Depickere, 2005). The
increasing popularity and number of online programs and course in higher education
require continued attention to the design of instructional environments to enhance
students’ learning (Trespalacios, & Rand, 2015). As there is a continuing debate about
effective design of online learning environments (Azevedo, 2005) and effective
teaching methods (Tsai, 2011a), researchers in the field of online learning and online
pedagogy suggest that educators could integrate other innovative teaching methods
into online courses and examine their effects on improving students’ learning in
online learning environments (Tsai, 2011b; Tsai, 2015). In this regard, this special
issue was conceived to span pedagogical, theoretical, practical, and technical issues in
online learning performance and behaviour.

(Source: Chia-Wen Tsai , January 2016,” Research Papers in Online Learning

Performance and Behaviour”)

http://www.irrodl.org/index.php/irrodl/article/view/2441/3588

RRL #12
The shutdown of schools, compounded by the associated public health and economic
crises, poses major challenges to our students and their teachers. Our public education
system was not built, nor prepared, to cope with a situation like this—we lack the
structures to sustain effective teaching and learning during the shutdown and to
provide the safety net supports that many children receive in school. While we do not
know the exact impacts, we do know that children’s academic performance is
deteriorating during the pandemic, along with their progress on other developmental
skills. We also know that, given the various ways in which the crisis has widened
existing socioeconomic disparities and how these disparities affect learning and
educational outcomes, educational inequities are growing.
Source: (Rothstein 2004; Putnam 2015; Reardon 2011; García and Weiss 2017)
https://www.epi.org/publication/the-consequences-of-the-covid-19-pandemic-for-
education-performance-and-equity-in-the-united-states-what-can-we-learn-from-pre-
pandemic-research-to-inform-relief-recovery-and-rebuilding/

Sahara Mae C. Ocampo

RRL#1
COVID-19 has affected nursing education negatively in so many ways. Firstly, most
of the schools did not have an online tailored curriculum. As such, faculty members
have to re-design the curriculum to e-learning curriculum. Secondly, the cost of
running an e-programme is high both to institutions and students. Thirdly, not all
students will be able to access e-learning lessons due to lack of internet connectivity
in some remote areas. Faculty have to think of innovative ways of reaching all the
registered students as a matter of equity.
(Source: Lucy Kululanga, June 16, 2020, “What are the effects of Covid 19 on
nursing students and faculties?” )
Retrieved From:
https://www.researchgate.net/post/What_are_the_effects_of_Covid_19_on_nursing_st
udents_and_faculties

RRL#2
A study done by Mohammed Amin Almaiah (May 2020) on “Exploring the critical
challenges and factors influencing the E-learning system usage during COVID19
pandemic” shows that technological factors were also one of the critical factors that
affect the usage of e-learning system according to respondents which were similar to
this study that more than half of the students (63.2%) got disturbed for their online
class because of electricity problem, and (63.6%) because of internet problem.
Likewise, almost half of the teachers (42.3%) got disturbed for their online because of
the electricity problem, and (48.1%) because of the internet problem.
(Source: Mohammed Amin Almaiah, May 2020, “Impact of E-learning during
COVID-19 Pandemic among Nursing Students and Teachers of Nepal” )
Retrieved From: https://ijshr.com/IJSHR_Vol.5_Issue.3_July2020/IJSHR0012.pdf

RRL#3
E-learning requires a reliable internet connection and the necessary hardware and
software. Both students and teachers must be familiar with the equipment and
they should receive technical support and guidance from the IT department before
and during an online course. Self-learning requires the student to maintain self-
discipline, which can be difficult without direct supervision from the teacher.
Poor interaction between learners and facilitators, and a lack of clarity of the
purpose and goals of the learning can impede the learning process. Stacey and
Gerbic advocated that students’ maturity might increase their degree of self-
discipline, which is consistent with findings in our study.
(“Students’ perception of online learning during the COVID-19 pandemic:
a survey study of Polish medical students ”)
July 14, 2020
https://www.researchsquare.com/article/rs-41178/v1

RRL#4
As a third-year nursing student, I was at the Alberta Children’s Hospital when I
received the news. Nursing students, who would typically be completing clinical
placements in the community or hospital, received an email on March 13, 2020. The
email revealed that off-campus clinical placements would be cancelled for students.
Labs and classes were modified for the remaining semester.I was having the most
wonderful day at the unit, when I looked around and realized it would be my last.
During a debrief at the end of the day, there were some tears as we discussed our
emotions and feelings regarding the new, unprecedented reality we were faced
with. My heart aches. It’s difficult to watch people struggle, yet not being able to help
in a tangible way.But despite feelings of uncertainty and stress, nursing students
continue to demonstrate courage, resilience and adaptability. During these
unprecedented times, UCalgary nursing students are getting creative in the ways we
are contributing to the community.
( Source: Hafsah Syed, May 14, 2020 , “ Student Nurses Reflect on Adapting to New
Normal During Pandemic” )
Retrieved From: https://www.ucalgary.ca/news/student-nurses-reflect-adapting-new-
normal-during-pandemic

RRL#5
While studying from home or wherever students may be, there can be more
distractions than usual, especially with family and possibly younger siblings around,
says Reggie Smith III, CEO and executive director of the nonprofit United States
Distance Learning Association.As a result of these distractions – and possibly having
additional responsibilities – time management becomes more challenging.
(Source: Jordan Friedman, May 4, 2020, “Tackle Challenges of Online Classes Due
to COVID-19” )
Retrievd From: https://www.usnews.com/education/best-colleges/articles/how-to-
overcome-challenges-of-online-classes-due-to-coronavirus

Agamanos, Mauleen A.
BSN 3

RRL #1
“During Covid-19, we made use of teaching and learning activities such as
synchronous and asynchronous blended online learning approach,” says A/Prof Siow.
Students can access pre-recorded lectures and participate in interactive online tutorials
and discussion forums from their homes. While placements have been put on hold,
SIT is considering inviting experienced nurses to share clinical experiences virtually,
and developing other modes of applied online learning to supplement students’
learning.The use of simulation labs augments this learning experience by allowing
students to “practise the health assessment skills on machines rather than on actual
patients, thereby replicating hospital conditions. As part of their learning, students are
also required to make an assessment based on a clinical case scenario and document
their findings,” says A/Prof Siow.

According to the United Nations, Covid-19 threatens to undo decades of progress in

healthcare delivery. Now more than ever, more highly-skilled nurses need to answer
the call. Nursing education, as the first port of call, must leverage on innovative
practices to prepare the next generation of nurses for the arduous task ahead.

Retrieved from https://govinsider.asia/education/sit-elaine-siow-how-nursing-

education-is-adapting-to-the-new-normal/

RRL #2

And it all comes down to two major concerns: Internet connectivity, and the issue of
the curriculum and educational materials that have to be adapted for use with a
blended learning environment. Access to educational materials through the Internet
isn’t worth much if the Internet itself is inaccessible due to lack of service or network
infrastructure. Be it through provisions for budget, equipment, and commercial access
to the Internet, much has to be done to improve digital connectivity throughout the
country. It would also be important to fast track the implementation of RA 10929, the
Free Internet Access in Public Places Act, which mandates that public basic education
institutions, state universities and colleges (SUCs), and Tesda technology institutions
to have free Wi-fi access.

Retrieved from https://businessmirror.com.ph/2020/06/19/the-challenge-of-education-

in-the-new-normal/

RRL 3

Learning in the new normal. Blended learning is not wholly new. Philippine
universities, such as the University of the Philippines Open University, have used
blended learning. In the new normal, all schools will have blended or purely on-line
courses. Training in using teaching and learning platforms will be available for both
teachers and students. DepEd, CHEd and the Technical Education and Skills
Development Authority have issued and will continue to issue notices much like the
March 22, 2020 notice of India’s secretary of HE sent to India’s HEIs. The said notice
suggested to the teaching and research academics “to utilize this lockdown period for
various academic activities including (a) on-line content development, online teaching
and online evaluation, (b) prepare lesson plan and develop instructional materials and
(c) carry on research, write articles and prepare innovative questions or question bank,
etc.”

https://www.manilatimes.net/2020/06/04/campus-press/education-and-the-new-
normal/729288/
RRL #4

Everyone in pediatric education, administration, and clinical practice has had to make
adjustments as we shape our “new normal,” from teaching medical students newborn
physical examination via Zoom to wearing masks and observing social distancing
when outside of our homes. I first heard the phrase “new normal” from two pediatric
oncologists, Dr. Jennifer McNeer and Dr. Liz Sokol, about 10 years ago, as we talked
about potential clinical research projects and articles for the pediatric residents,
medical students, and fellows at Comer Children's Hospital, The University of
Chicago. I asked how they helped their patients with cancer, their families, and
themselves adjust to the chemotherapy, radiation, and surgical treatments that the
children receive. I wondered how they, as physicians, as well as personally, deal with
the challenges of caring for children with cancer. When I cared for children in the
intensive care unit, it was personally draining and challenging. They explained that
using the phrase “the new normal” when talking with patients and their families was
one way to help everyone cope with what was ahead in terms of treatment and
therapy. So, what is “the new normal” for pediatric providers in the age of the
coronavirus 2019 (COVID-19) pandemic? As the virus continues to surge around the
country, “the new normal” will begin from a different baseline for everyone.

https://www.healio.com/pediatrics/journals/pedann/2020-8-49-8/%7B02f1fd33-b314-
40b6-b0d9-6190f90ea04a%7D/what-is-the-new-normal-for-pediatric-care

RRL# 5
Just the same, no matter how well students are prepared for their classes under the
new normal, they will still have a difficult time learning if their professors and
teachers are not prepared and well-equipped for the job.

https://businessmirror.com.ph/2020/08/24/medical-and-health-education-under-the-
new-normal/

Precious Nicole Flores

BSN-3
Nursing students in particular are used to receiving a great deal of hands on
experience, either in our labs on campus, or in the field performing clinicals. Nursing
educators have changed the way homework is assigned and tests are administered,
effectively adjusting the learning environment to better suit the needs of its students.
they record all the lectures and post them later so that students can listen to them
again at any time. This is helpful because they can watch the lectures and absorb the
information. Applying to jobs in both the hospital setting and in-home care. It is such
a big help to see things first-hand, in the field. The field of nursing is always evolving,
it has already changed greatly since the spread of COVID-19. I’ve heard from some
nurses that treating patients has become more challenging, because patient interaction
is more limited now, but is such a large and important part of the job. It just
demonstrates how caring nurses are. Compassion is important for patient morale and
their recovery. Feeling like the healthcare workers genuinely care about your well-
being, and see you as a person rather than a task, is very important now more than
ever. Expertise is important to provide the best possible care that the patients have a
right to, being knowledgeable about the job is vital because incorrect steps can have
fatal consequences.
(Source: Sophie Shimansky, May 7,2020 “A Student's Perspective: Adjusting to the
New Normal”)
https://www.endicott.edu/news-events/news/news-articles/2020/05/a-nursing-
students-perspective-adjusting-to-the-new-normal

RRL#2
Southeast Asia has a nursing shortage, and one of the lowest graduation rates of new
professionals, according to a new World Health Organization report. The region has
fewer than 17 nurses serving every 10,000 people – one of the most severe shortages
in the world. Skilled, well-trained nurses provide better care and collaborate with
other members of the healthcare team to improve the level of healthcare provision
available to all. For this, evidence-based practice is essential. This entails being able
to critically analyze the literature, identify the best evidence from studies, adapt them
to the clinical setting and evaluate their effectiveness on the local population. When
providing evidence-based care, nurses have to take into consideration patient
preferences and values in order to deliver quality care to achieve the best patient
outcomes. The nursing curriculum also ensures that students grasp the impact of
emerging technologies on healthcare. The Healthcare Innovation Module encourages
students to think critically about how technology can enhance and impact patient care.
Students learn about various technologies that are being used in Singapore such as
mobile health and telehealth which has gained relevance given limited hospital
visitations during Covid-19 and artificial intelligence. Institutions must urgently adapt
to the remote conditions and limitations placed on hospital visitations during Covid-
19. Nurses are more vital than ever, so training providers must continue to ensure that
they qualify. Existing e-learning and simulation technologies can help students
continue to polish their clinical nursing skills.
(Source: Singapore Institute of Technology, June 10, 2020 “How nursing education
is adapting to the new normal”)
https://govinsider.asia/education/sit-elaine-siow-how-nursing-education-is-adapting-
to-the-new-normal/

RRL#3
The primary goals of nursing education remain the same: nurses must be prepared to
meet diverse patients’ needs; function as leaders; and advance science that benefits
patients and the capacity of health professionals to deliver safe, quality patient care.
At the same time, nursing education needs to be transformed in a number of ways to
prepare nursing graduates to work collaboratively and effectively with other health
professionals in a complex and evolving health care system in a variety of settings.
Nurses should achieve higher levels of education and training through an improved
education system that promotes seamless academic progression. Nursing is unique
among the health care professions in the United States in that it has multiple
educational pathways leading to an entry-level license to practice. For the past four
decades, nursing students have been able to pursue three different educational
pathways to become registered nurses (RNs): the bachelors of science in nursing
(BSN), the associate’s degree in nursing (ADN), and the diploma in nursing. More
recently, an accelerated, second-degree bachelor’s program for students who possess a
baccalaureate degree in another field has become a popular option. This multiplicity
of options has fragmented the nursing community and has created confusion among
the public and other health professionals about the expectations for these educational
options. However, these pathways also provide numerous opportunities for women
and men of modest means and diverse backgrounds to access careers in an
economically stable field. As nursing education has moved out of hospital-based
programs and into mainstream colleges and universities, integrating opportunities for
clinical experience into coursework has become more difficult Nursing leaders
continue to confront challenges associated with the separation of the academic and
practice worlds in ensuring that nursing students develop the competencies required to
enter the workforce and function effectively in health care settings. While efforts are
being made to expand placements in the community and more care is being delivered
in community settings, the bulk of clinical education for students still occurs in acute
care settings.

(Source: American Association of Colleges of Nursing , 2005 “The Future of

Nursing: Leading Change, Advancing Health.”)
https://www.ncbi.nlm.nih.gov/books/NBK209885/

RRL#4
Clinical learning is a main part of nursing education. Students’ exposure to clinical
learning environment is one of the most important factors affecting the teaching-
learning process in clinical settings. Identifying challenges of nursing students in the
clinical learning environment could improve training and enhance the quality of its
planning and promotion of the students. Nursing students are faced with many
challenges in the clinical learning environment. All challenges identified in this study
affected the students’ learning in clinical setting. Therefore, we recommend that the
instructors prepare students with a specific focus on their communication and
psychological needs.  Nursing training is a combination of theoretical and practical
learning experiences that enable nursing students to acquire the knowledge, skills, and
attitudes for providing nursing care. Nursing education is composed of two
complementary parts: theoretical training and practical training. Since nursing is a
performance-based profession, clinical learning environments play an important role
in the acquisition of professional abilities and train the nursing students to enter the
nursing profession and become a registered nurse. Moreover, the clinical area of
nursing education is of great importance for nursing students in the selection or
rejection of nursing as a profession. Failure to identify the challenges and problems
the students are faced with in the clinical learning environment prevents them from
effective learning and growth. As a result, the growth and development of their skills
will be influenced. Studies show that the students’ noneffective exposure to the
clinical learning environment has increased dropout rates. Some nursing students have
left the profession as a result of challenges they face in the clinical setting.
(Source: The scientific world journal, 2016 “The Challenges of Nursing Students in
the Clinical Learning Environment”
https://www.hindawi.com/journals/tswj/2016/1846178/
RRL#5
Teaching nursing students is the most rewarding calling. To stand in a classroom
interacting with students, watching their faces as they imagine their future, master a
new skill or concept, and begin to show signs of the nurses they will become is
thrilling and humbling. Teachers and students were driven from their classrooms into
the virtual realm of online education by the global COVID-19 pandemic. Students
needed learning and clinical alternatives to be accessible, feasible, safe,
compassionate and rigorous. With the multitude of moving parts involved in nursing
education, there was a tremendous need for collaboration among stakeholders. State
boards of nursing, higher education accrediting bodies, school administrators, hospital
administrators, faculty and students began working together identify issues and create
solutions in order to remove obstacles and create significant opportunities for
innovative learning. The reality became clear in the following weeks. Students were
faced with unprecedented challenges that had nothing to do with their nursing
education. They had found a place to go, move out of their dorms, teach their
children, and sort through a mountain of misinformation to find the truth about the
global pandemic and how it would affect their lives. Educationally, students had
mounting pressure related to their degree completion requirements. How would they
complete their clinical hours when they were no longer able to go to their assigned
hospitals? Did they have enough bandwidth to attend virtual classes? Would they
have access to teachers and resources? How would they continue to learn? Would
they be able to do this? teachers continued to support and educate, students continued
to succeed and excel. There’s no doubt that COVID-19 has had a negative impact on
daily life, but in the world of education, there is a silver lining to be found. 
(Source: Jennifer Brunworth, EdD, MSN, RN, May 06, 2020 “Teaching nursing
students in the COVID-unknown”)
https://www.elsevier.com/connect/teaching-nursing-students-in-the-covid-unknown

Delos Trinos, Aubrey Marshelle C.

RRL#1
The present COVID-19 pandemic has brought extraordinary challenges and has
affected the educational sectors, and no one knows when it will end. Every country is
presently implementing plans and procedures on how to contain the virus, and the
infections are still continually rising. In the educational context, to sustain and provide
quality education despite lockdown and community quarantine, the new normal
should be taken into consideration in the planning and implementation of the “new
normal educational policy”. This article presents opportunities for responding issues,
problems and trends that are currently arising and will arise in the future due to
COVID-19 pandemic through the lens of education in the Philippines - the new
educational norm.
(Source: Jose Tria, June 2020 “ The COVID-19 Pandemic through the Lens of
Education in the Philippines: The New Normal”
Retrieved from: https://www.researchgate.net/publication/341981898_The_COVID-
19_Pandemic_through_the_Lens_of_Education_in_the_Philippines_The_New_Norm
al
RRL#2
All sectors worldwide, including education, have been devastated by the impacts of
COVID-19 pandemic. As we approach the new normal in the post-COVID-19 era,
there is a need to consider education anew in the light of emerging opportunities and
challenges. Thus, this short article attempts to rethink education in the new normal
post-COVID-19 era through the perspectives of curriculum studies. The implications
of the continuing crisis to the four elements of curriculum - goal, content, approach,
and evaluation - are discussed. Some emerging options may be cogently viewed
within the perspectives of these elements. Aside from the lens of curriculum studies,
this paper suggests that other aspects of education should be explored further to better
reconsider education in this new era in human history.
(Source: Michael B. Cahapay, June 2020 “Rethinking Education in the New Normal
Post-COVID-19 Era: A Curriculum Studies Perspective”
Retrieved from:
https://www.researchgate.net/publication/341827574_Rethinking_Education_in_the_
New_Normal_Post-COVID-19_Era_A_Curriculum_Studies_Perspective

RRL#3

Anxiety is highly prevalent among nursing students even in normal circumstances. In

Israel during the covid-19 pandemic and mandatory lockdown, nursing students
encountered a new reality of economic uncertainty, fear of infection, challenges of
distance education, lack of personal protection equipment (PPE) at work etc. The
objective of this study was to assess levels of anxiety and ways of coping among
nursing students in the Ashkelon Academic College, Southern District, Israel.

(Source: Bella Savitsky,∗ Yifat Findling, Anat Ereli, and Tova Hendel, June 2020

“Anxiety and coping strategies among nursing students during the covid-19
pandemic” Retrieved from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7264940/

RRL#4
This study addressed several outcomes, implications, and possible future directions
for blended learning (BL) in higher education in a world where information
communication technologies (ICTs) increasingly communicate with each other. In
considering effectiveness, the authors contend that BL coalesces around access,
success, and students’ perception of their learning environments. Success and
withdrawal rates for face-to-face and online courses are compared to those for BL as
they interact with minority status. Investigation of student perception about course
excellence revealed the existence of robust if-then decision rules for determining how
students evaluate their educational experiences. Those rules were independent of
course modality, perceived content relevance, and expected grade. The authors
conclude that although blended learning preceded modern instructional technologies,
its evolution will be inextricably bound to contemporary information communication
technologies that are approximating some aspects of human thought processes.
(Source:Charles Dziuban, Charles R. Graham, Patsy D. Moskal, Anders
Norberg & Nicole Sicilia, February15, 2018 “Blended learning: the new normal and
emerging technologies”
Retrieved from:
https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-017-
0087-5

RRL#5
This study presents an exploratory investigation designed to identify some advantages
and disadvantages of distance learning. Seventeen students from one MBA course
took part in this investigation. The results showed that the best advantage of online
courses was “Flexibility” from the student’s perspective. Implications of the findings
can direct the subject university to expand its infrastructure to support an ever
increasing student enrollment through online course offerings.
(Source:Mehdi Sagheb Tehrani,, January 2008 “The Results of Online Teaching: A
Case study”
Retrieved from:
https://www.researchgate.net/publication/267221087_The_Results_of_Online_Teachi
ng_A_Case_Study

Synthesis:These reviews of local and foreign related literature serve as a

guide to the researcher to judge this current study. Based on the studies in
the literature, In considering effectiveness the access of online courses and
educational experiences. There is moderate positive effect in fully online and
traditional face to face environments, considering studies impact our understanding
the generalizability of outcomes. Online nursing exhibits unique challenges such as
providing nursing students with online authentic learning experiences that can relate
to real-world nursing situations. Some students expressed concern about their abilities
to manage time. The challenges seemed to arise from the amount of communication
that attended the online course. Their sense of their own abilities in this area
influenced their experiences
.
There are no direct comparisons to past events or trends, we are without fully valid
references for assessing the likely impacts of the COVID-19 crisis on the student
nurses . There are some factors that prevent the future growth of online learning.
These factors are represented in the management of online courses that require a lot of
time. In addition, students are often frustrated.We are aware that some students are
unable to complete their clinical placements because they have been paused or
cancelled due to COVID-19. We recognise that this is a stressful situation for students
which may delay their graduation and the start of their careers.
CHN, Clinical Duty, and CPH cannot do away without the service component. While
teachers can provide videos and lecture guides to help the students understand
concepts in their respective fields, there is no guarantee that they will acquire the
necessary skills and the confidence needed in the performance of tasks in clinical
laboratories.
According to the report of Akamai (2017), the Philippines has the lowest internet
connectivity in Asia. Besides, such challenges would be equity gaps, students security
and safety, quality of learning compromised and poor assessment results
Many college students have shown weak persistence in online learning, which
seriously restricted their learning effectiveness