Challenges of Online Learning Among Level 2 Nursing Students During Pandemic

Challenges in Online Learning among Level 2 Nursing Students during Pandemic
Ma. Samantha Nicole B. Coloma123 , Karen G. Antipolo123 , Wilcel G. Dofredo123 , Andrei Jerald B.
Garnace123 , Myca L. Halasan123 , Kate Nichole Ouano123
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College of Nursing
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Research Development and Innovation Center
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Our Lady of Fatima University
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Research Adviser
Carmella V. Perez, MAN, RN1,2,3,4
December 2021
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CHALLENGES IN ONLINE LEARNING AMONG LEVEL 2 NURSING STUDENTS DURING
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Endorsement
This thesis entitled “Challenges in Online Learning among Level 2 Nursing Students during
Pandemic” prepared by Ma. Samantha Nicole Coloma et al., of section BSN 3YA – 2S in partial
fulfillment for the degree Bachelor of Science in Nursing has been examined and now
recommended for Oral Examination.
This is to certify that Ma. Samantha Nicole B. Coloma et al., are ready for the Oral Examination.
Carmella V. Perez, MAN, RN

Adviser
This is to certify that the thesis: “Challenges in Online Learning among Level 2 Nursing
Students during Pandemic” prepared and examined by Ma. Samantha Nicole B. Coloma et al., of
section BSN 3YA – 2S is recommended for Oral Examination.
Annabelle P. Flores, MAN, RN

Chairman
Cecile Guevarra, MAN, RN Aiko Diana Casalan, MAN, RN

Member Member
Maria Luisa T. Uayan, MSN, DHHC

Dean, College of Nursing
CHALLENGES OF ONLINE LEARNING AMONG LEVEL 2 NURSING STUDENTS DURING
PANDEMIC
Certificate of Originality
This thesis is our original work, except for the acknowledgments in the text. It contains no material
that has been previously published or authored by anyone else.
We assert intellectual ownership of this thesis, as well as its style, presentation, and linguistic
expression.
Ma. Samantha Nicole B. Coloma

Principal Investigator
Members:
Karen G. Antipolo
Wilcel G. Dofredo
Andrei Jerald B. Garnace
Myca L. Halasan
Kate Nichole Ouano
Carmella V. Perez, MAN, RN

Research Adviser
Date Signed:
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Table of Contents
A. Preliminaries
Challenges in Online Learning among Level 2 Nursing Students during Pandemic............................1

Endorsement........................................................................................................................................2
Certificate of Originality.....................................................................................................................3
Table of Contents................................................................................................................................4
Abstract...............................................................................................................................................5
1.0 Introduction...................................................................................................................................1
2.0 Literature Review..........................................................................................................................2
2.1 Theoretical Framework.............................................................................................................2
2.2 Variable Discussion..................................................................................................................3
2.2.1 Challenges of Nursing Students.........................................................................................3
2.2.2 Level 2 Nursing Students...................................................................................................3
2.2.3 Online Learning during Pandemic......................................................................................4
2.3 Problem Statement and Hypothesis...........................................................................................4
2.4 Conceptual Framework...........................................................................................................12
3.0 Research Methods........................................................................................................................14
3.1 Research Design......................................................................................................................14
3.2 Research Locale......................................................................................................................14
3.3 Population and Sampling........................................................................................................14
3.4 Research Ethics.......................................................................................................................15
3.5 Research Instrument................................................................................................................16
3.6 Data Collection.......................................................................................................................17
3.7 Data Analysis..........................................................................................................................17
References:........................................................................................................................................18
Appendix A: Informed Consent....................................................................................................23
Appendix B: Letter to the Respondents.........................................................................................28
Appendix C: Letter to the Dean.....................................................................................................29
Appendix D: List of Questionnaire................................................................................................30
Appendix E: Certificate of Validation...........................................................................................40
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Abstract
To be discussed soon.
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1.0 Introduction
The COVID-19 has caused school closures all over the world. Over 1.2 billion children
worldwide are not in school (Li et al., 2020). Face-to-face teaching and learning were converted
to online learning, and clinical experiences were suspended to protect the students from the
pandemic—no long lines at the school gates. No students rushing into the classroom because of
waking up late. All educational institutions have been closed, and educational activities, including
clinical medical education, have been suspended. As a result, online learning emerged as a new
teaching method to maintain the continuity of medical education during the COVID-19 pandemic.
COVID-19 also has the potential to affect university students studying in the field of health from
a professional perspective (Rose, 2020).
Modern technology isn't anything new. For nursing students, relying on it for lectures,
return demonstrations, discussions, seminars, and meetings can feel quite different to start with.
Online learning is a prominent type of delivering knowledge and education to students. Student
nurses who behave in clinical settings that need proper training and patient handling are difficult
to execute through the internet. Contrary to all the good effects of studying online, the bad sides
show up by deteriorating the insights of nursing students on how they will deal with the
protruding conflicts and difficulties of a provider of healthcare to the respective patients, keeping
in mind that the nursing profession had a factor of physical involvement of the provider and the
patient itself. Fighting a pandemic may contribute to professional identity formation in health
students. At the same time, it may also support them about giving priority to patients, learning
self-sacrifice, and their professional commitment. In addition to its effect on people's emotions,
COVID-19 also changes coping strategies. On the other hand, according to the CHED
Memorandum, Order No. 15, Series of 2017, to become a full pledge nurse or registered nurse,
one must be able to finish the number of units required from theoretical and clinical or related
learning experience.
This study will investigate and explore the challenges every individual faces in nursing.
This will highlight how nursing students' current environment and situation affect their academic
performance, such as resources, distractions, learning skills, specifically in online learning, and
competence, which will play a significant role in achieving their goals. Therefore, it will
emphasize how the students conquer their challenges during pandemic. This study will give the
nursing students an understanding of how to define the challenges in online learning among level
2 nursing students during the pandemic.
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Nursing professors may recreate hands-on nursing in a virtual setting because students
value it in a direct care institution to enhance their skills competency. This will serve as a
detouring view for them to understand the challenges and the experiences of the nursing student
during this time of the pandemic. Also, this will enlighten their heart to be at least be considerate
in some desperate times of their students when it comes to hectic schedules of their tasks and
other curricular performances, which will result in better understanding and compliance for both
parties. In addition, this era is prone to unpredicted happening, especially in academics.
Therefore, the challenges or hindrances of the student may vary, and the intensity differs from
one another.
This research will also serve as a reference for future researchers and their eventual study
of other aspects of it.
2.0 Literature Review

Conducting a literature review aids in the development of your expertise in your field. It
explains how the planned study is related to previous statistics research. It demonstrates your
research problem's originality and importance. And allows you to see what came before and did
and didn't work for other researchers.
A literature review aims to understand better-existing research and debates on a specific
topic or field of study and then deliver that knowledge in a written report. This will provide
evidence that can be used to back up your research.
2.1 Theoretical Framework

Students' educational activities are significantly impacted by obstacles or impediments.
This study is supported by Self-Determination Theory, which was used to provide a framework
for acknowledging the factors and promoting human motivation and flourishing. In the author's
hypothesis, the proposition of our motivation stems from the satisfaction of three basic
psychological needs: competence, autonomy, and relatedness (Deci & Ryan, 2008). Moreover,
feeling in control and intrinsically motivated can help people feel more committed, passionate,
and satisfied with their things (Kendra Cherry, 2021).
The Self-Determination Theory will help the study obtain fundamental student
requirements to manage their challenges, particularly in lack of clinical experience, heavy
workloads, financial difficulties, internet access, time management, seeking professional help,
etc. Addressing these problems necessitates a thorough understanding of possible coping
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strategies that may help the students be motivated and have a positive perspective on this
pandemic.
2.2 Variable Discussion
In research, dependent and independent variables are the two sorts of variables that are
being measured in the study. Dependent variable refers to outcome variables; presumed effects.
Independent variables, on the other hand, refers to the variables that are systematically
manipulated by the researcher; a presumed cause.
2.2.1 Challenges of Nursing Students

Students frequently encountered financial difficulties, such as the cost of returning home
and maintaining their belongings. According to the literature, public health emergencies can have
a negative impact on university students (Auerbach et al., 2016; Lovri et al., 2020; Mei et al.,
2011). Students have reported a range of psychological effects as a result of the pandemic,
including fear, anxiety, and depression, as well as behavioral changes such as difficulty sleeping,
stress, and eating (Liu et al., 2020). As a result, the health crisis affects frontline workers and
clinical leaders and universities, academic institutions, and entire systems. Nursing schools face
unique challenges in educating the next generation of nurses. To ensure global health and medical
communities, well-trained professionals are required (Carolan et al., 2020; Dewart et al., 2020;
Konrad et al., 2020).
In a society marked by social segregation, isolation, quarantine, and a critical need for
nurses on the front lines, the question of "how nursing education will continue" is vital (Dewart et
al., 2020). A thorough examination of nursing students' experiences can aid education, identify
deficiencies, and produce well-trained nurses during this time. As a result, this study was
conducted to learn about nursing students' lives during the COVID-19 pandemic, assess the
challenges they faced, and investigate the factors contributing to those challenges.
2.2.2 Level 2 Nursing Students

The COVID-19 pandemic significantly impacted level 2 nursing students, as clinical sites
and onsite classrooms were closed to physical involvement. This necessitates the use of virtual
classes and clinical simulations. Telenursing was used by several levels two nursing schools to
meet their Board of Registered Nursing direct patient care criteria. Clinical teachers must recreate
hands-on nursing in a virtual setting because students value it in a natural care institution. This
article examines how telenursing and Teach-Back techniques can help students learn while
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meeting the direct care requirement. The goal is to disseminate clinical instructors' best practice
approaches for teaching when clinical environments are unavailable. According to Knight and
Prettyman (2020), students learn to address gaps in the healthcare system using telehealth and
build student confidence in skills for virtual assessments of patients. Students had telehealth
experience, which expanded their skills to treat patients virtually at home (Knight & Prettyman,
2020). Students missed the direct contact with patients and nurses and the unit's flow and hands-
on learning opportunities. Students believe that spending more time in clinical settings will result
in more learning (Lee et al., 2018). According to the CIs, experiential learning develops
competency in telenursing and communication and critical thinking and problem-solving skills
with a specific patient group. In other nations, hospitals advised instructors to avoid onsite
clinical teaching. Therefore clinical experiences were replaced with hurriedly created online
virtual patient scenarios (Camelio, 2020). The abruptness of the transition adds to the uncertainty,
which has harmed student academic achievement. Students contacted for university publications
expressed concern and dissatisfaction with what they thought was insufficient learning during
virtual patient exchanges (Camelio, 2020; Mohammadi, 2020).
2.2.3 Online Learning during Pandemic

During this pandemic, many students experienced struggles in terms of academics. The
learning system deals with online references such as pdfs, modules, and virtual classes (Google
meet/Zoom Meet). There are significant differences between traditional learning systems like
tangible books and face-to-face lectures and online learning systems concerning students'
academic performance. According to the article "Effects of Online Learning on Nursing Students
in South Korea during COVID-19", Online learning has many advantages for the academics of
the student nurses; however, there are some glimpses of negative things in Online Learning with
some professors by developing their online aid contents such as their presentation without any
additional compensation or time allowance (Do et al., 2020). Online education is becoming a
more popular format for formal education. This newly prevalent learning mode is expected to
thrive with the rapid development of technologies and applications that enable and improve
online instruction. (Papp et al., 2020). Also, a critical success factor for effective online learning
is self-regulation—individuals' ability to take responsibility for and commit to their learning
activities and behaviors characterized by one's autonomy. Self-regulation has become a critical
factor for success (Wan et al., 2020).
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2.3 Problem Statement and Hypothesis

Research Question 1: What is the demographic profile of the respondents in terms of the
following:
1.1 Age
1.2 Sex
1.3 Socio-economic Status
Research Hypothesis: There is no significant relationship between the demographic profile of the
respondents and challenges in online learning among level 2 nursing students during pandemic.
According to Simonds and Brock's (2014) study entitled Relationship Between Age,
Experience, and Student Preference for Types of Learning Activities in Online Courses, age is
another factor to consider when assessing student satisfaction in online courses, with varying
results. Some have discovered that age affects student satisfaction with an online system, while
others have found that it has no effect. Students' preferences for specific online learning activities
may be predicted by their age. Students in their forties and fifties prefer online courses, while
those in their forties and fifties prefer the traditional classroom setting. Additionally, this is
consistent with the findings of Eichelberger and Ngo (2019), who found that younger students
valued interactive learning strategies (e.g., live chats and group projects). In contrast, older
students preferred asynchronous forms of learning (e.g., pre-recorded video lectures).
Morante (2017) conducted a study titled "Gender Differences In Online Participation:
Examining A History And A Mathematics Open Foundation Online Course" to examine how men
and women learn in an online environment and to determine whether gender differences observed
in two cohorts of enabling students at the University of Newcastle indicated that there was a
substantial body of evidence suggesting women learned differently than men, which made
women inherently more solitary. Female learners were thought to be more effective because of
their ability to connect with others in meaningful ways through effective learning methods.
Similarly, Yaghmour (2018) reviewed the literature on online learner engagement patterns and
discovered that women were more likely to engage than men. According to the research, women
contributed more to online discussion than men and were motivated to be online by
communication. Nonetheless, Yaghmour discovered that women were less confident as users
because they rated their technological abilities lower than men.
Socio-economic status affects the academic performance of nursing students and may
positively and negatively influence their academic achievement. According to Perceptions of
Tutors and Student Nurses on Factors that Influence Academic Performance at a Nursing College,
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the socio-economic status of parents or guardians places enormous stress on student nurses and
can affect their academic performance. (Jafta et al., 2013)
Research Question 2: What are the challenges experienced by nursing students in online learning
during pandemic, in terms of:
2.1 Lack of Clinical Experience
2.2 Heavy Workload
2.3 Financial Difficulties
2.4 Internet Access
Research Hypothesis: There is no significant difference between the challenges experienced by
the respondents in online learning during the pandemic COVID-19.
The problem related to the lack of clinical experiences that provided skills development
were the main challenges that nursing students experienced in their education online. According
to the literature, students struggle to adjust to quickly changing educational environments online,
and students in other nations have similar challenges (Dewart et al., 2020; Jiang et al., 2020;
Singh & Haynes, 2020; Swift et al., 2020; Zhai & Du, 2020).
Workloads are expected for students and their educational careers before the pandemic.
However, whether the student is intelligently aware and prepared for all the things that may occur
in his/her studies, such as the common task and quizzes with additional assignments, the heavy
workload will be present. It will eventually bring problems to the student itself. Whether the
student is industrious or not, he/she will experience these kinds of challenges in his/her study.
Students may experience frustration, conflict, and poor communication due to a heavy workload.
As a result, their productivity decreases, and the probability of mistakes in their performance
rises. It affects coordination, decision-making, general performance, and student relationships
negatively.
Furthermore, heavy workloads can severely impact students' personal lives outside of
school. As of June 25, 2021, COVID-19 was diagnosed globally in at least 179,686,071
individuals and was associated with 3899,172 deaths (World Health Organization, 2021). This
number increases every day in most countries, with some even reaching their second or third
wave of rising cases. As a result, nurses in the healthcare workforce face heavy workloads and
high psychological stress due to the many cases and deaths. Furthermore, the adverse
psychological effects experienced by nurses may affect the mentality of nursing students
(Heilferty et al., 2021, Swift et al., 2020).
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Financial problems are a significant stress factor in the life of nursing students. The
findings revealed that despite the COVID-19 pandemic, financial considerations were a
significant factor in why South Korean nursing students chose to pursue a career in nursing. More
importantly, almost all participants decided to leave nursing because of the COVID-19 pandemic
and the trade-off between financial considerations and personal sacrifice (LM Dos Santos, 2020).
According to the article “Challenges Facing Nursing Students Today,” financial issues can also be
a big challenge for nursing students. With the varying nursing programs and the older student
population, these students may have more outstanding financial obligations besides school
(Richardson et al., 2017).
The disparities between urban and rural students and between the rich and poor who
cannot afford internet access will exacerbate the divide in continuing education via e-learning
during the pandemic. (S Subedi et al., 2020)
Research Question 3: What are the coping strategies that motivates the student to continue
studying online despite pandemic?
4.1 Autonomous Learning
4.2 Healthy Lifestyle
4.3 Quality Time with Family
4.4 Time Management
4.5 Seeking Professional Help
Research Hypothesis: There is no significant difference between the coping strategies that
motivates the respondents of the study in continuing study online despite of the pandemic.
Autonomous learning is a technique for obtaining specific knowledge and information
regarding a particular lesson. It is very beneficial if the student cannot fully cooperate and
anticipate the lecture physically or virtually. It aims to give the student adequate knowledge for
there to have the mastery of that said lesson and therefore can be used or practiced effectively
according to their professors. Nursing students must develop a practical learning approach that
will enable them to acquire professional knowledge and skills and think critically to solve
patients' health-related problems using evidence-based knowledge and metacognitive skills
through autonomous learning. As a result, recognizing and fostering an appropriate student
learning strategy in nursing education is critical. According to "The relationships between the
types of learning approaches used by undergraduate nursing students and their academic
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achievement: A systematic review and meta-analysis," it suggests that the deeper approach to
learning is a preferable learning technique in higher education since it activates students'
autonomous learning, which enables them to acquire a broad range of knowledge with a high
level of cognitive activities involved. If appropriate learning occurs, this should be reflected in
students' academic achievement, defined as performance outcomes that indicate the extent to
which a nursing student has accomplished the specific goals of a nursing course. (Steinmayr et
al., 2017)
According to a study (Tomasello, 2019), 31 percent of participants preferred stress
reduction through food. This session included nutritional motivation, which encouraged attendees
to think about what they ate. The goal is to encourage participants to choose nutrient-dense foods
to fuel their bodies rather than foods with little nutritional value. The poster board focused on
things attendees can do to help inspire themselves to make healthy choices when filling their
bodies, with some "Super Foods" listed as examples of great options to fuel one's body.
Mentalization-based therapy programs that include mindfulness-based mind-body skills
or yoga-based lifestyle interventions have relieved stress (Greeson et al., 2015). Maintain healthy
and strong relationships while avoiding toxic relationships. Social wellness is essential, and it
entails cultivating friendships and social support. As social beings, we are not designed to thrive
in isolation. It is beneficial to spend time with others to gain support or encouragement. Prioritize
time with loved ones (Wang E. 2017).
Time management skills are critical for success and clinical competence development for
nursing students. Learning time management skills during academic years is necessary for nurses
to obtain essential qualifications to enter the clinical setting and offer high-quality service.
Practical application of time management skills is associated with academic achievement, stress
reduction, increased creativity, self-efficiency, and students satisfaction. Time management skill
is one of the criteria students use, which results in an academically successful performance; the
attempt for success is called academic motivation (MZ Tafreshi et al., 2017).
Mental health problems are not uncommon in undergraduate students. The most common
problems are anxiety and depression (P. Pedrelli et al., 2015). Moreover, the increasing number of
undergraduate students suffering from these problems is alarming. Unfortunately, most of these
students do not seek the appropriate psychological help (W. Shi et al., 2020). Mental illnesses
impact physical, social, and personal functioning, especially among individuals of young age,
such as undergraduate students (K. Storrie et al., 2010).
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Research Question 4: Is there a significant relationship between Autonomous Learning with the
with the coping strategies to improve the academic and clinical experience of students
Preparing students for specific competencies is needed. Clinical practice is an important,

complex, and challenging, part of students' professional development (Spence et al., 2019). This
creates learning, challenges students' knowledge in practice, and helps them understand the
reality of working as a nurse. These techniques help the students develop their clinical reasoning
and decision-making competencies. According to (Marañón & Pera, 2015), clinical placement
allows the students to put what they have studied into experience and theory into practice.
Nevertheless, due to the pandemic, clinical exposure was on hold for the sake of q students'
safety, and they were performing their practice virtually. For students with a lack of clinical
experience, developing coping strategies could help overcome it. A coping strategy is a deliberate
effort to solve a personal or interpersonal problem to conquer, minimize, or tolerate stress or
conflict. However, ineffective coping can harm students' learning skills and competence
(Grobecker,2016). In conclusion, coping plays a significant role in the adjustment process and in
promoting quality care in clinical practice (Al-Gamal E, Alhosain A, Al Sunaye K, 2021).
Identifying coping strategies can determine early interventions.
Research Question 5: Based on the findings, what learning experiences can be used to enhance
the academic and clinical experience of students in spite the challenges they faced amidst
pandemic?
Students are facing unprecedented change. Challenges in online learning such as heavy
workload, financial difficulties, and internet access are prevalent for every student nowadays.
With heavy workloads, some courses (formerly known as subjects) are more challenging to
transfer online, but giving enough time for preparation would help every student gain confidence
in their knowledge and readiness to care for patients. While in financial difficulties and internet
access, students must be resourceful and remember why they are pursuing this degree. Experts
continue to believe that investing in education is worthwhile in the long run (Yasmin, H., Khalil,
S., & Mazhar, R., 2020).
For the clinical experience, students must identify their coping strategies to attain or
develop an intervention for their studies. Clinical learning needs are engagement, participation,
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collaboration, critical thinking, and solid clinical instructors (CIs). Clinical instructors must
understand that the students want to be actively involved in their learning. Students anticipate
being in clinical settings, so engagement in active learning must be essential even in a virtual
learning setting. Focusing on promoting student inclusion with belongingness and clinical
reasoning combined with case studies or virtual simulations as a teaching modality can
accomplish student goals for clinical. Virtually delivering an obstetrics course; changes include
unfolding case studies with student participation and resulting in unchanged student scores and
satisfaction compared to previous sessions (Riley et al., 2021). Editorials discuss clinical changes
in response to COVID-19 and recommend a review of outcomes compared to traditional
programming (Jackson et al., 2020; Morin, 2020). A unique study revealed that working with a
registered nurse and feeling safe to share feelings and questions created a sense of belongingness,
security, connection, and acceptance (Levett-Jones & Lathlean, 2008).
The students have identified desirable characteristics for a CI. They are trusting
relationships, coaches, experience and knowledge, and role models (Niederriter et al., 2017). The
qualities in trusting relationships are being approachable and available at all times; a coaching CI
facilitates learning by allowing time and supporting students in putting the pieces together
(Niederriter et al., 2017). Experience in clinical settings is essential, and role models integrate
experiences with the didactic course (Niederriter et al., 2017). These characteristics can transfer
to virtual learning settings. Virtual presentations of interactive case-based scenarios delivered via
slides, videos, or online commercial training help students comprehend the entire patient
experience.
All clinical instructors must be trained in their specialty and cooperate with the students.
Establishing a relationship with each student is more challenging without face-to-face meetings.
CI and the students must incorporate realism in virtual clinical settings. Several teaching
strategies measured in nursing students are being respectful to all participants, encouraging self-
confidence and independence, having expert experience, showing optimal practice in the clinical
setting, and patiently addressing student questions and concerns (Valiee et al., 2016). The CI
facilitates a safe, thriving learning environment for students.
Giving time for preparation helps the students gain confidence in their knowledge and
readiness to care for patients. During case studies, calling on students in a random order keeps
them focused and engaged in seeking answers to questions. Ensuring student safety when they do
not know the answer is critical because it shows that it is acceptable not to know everything.
They communicate when they do not know and follow up with how they will find the answer,
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which helps build the practice of a nurse seeking evidence-based practice (EBP) and creating best
practice processes. Evidence-based practice is based on research outcomes and has been used to
build the best practice processes for over 20 years (Fineout-Overholt & Melnyk, 2005).
Clinical experiences produce learning, challenge student knowledge in practice, and help
them understand the reality of working as a nurse. These strategies help students in improving
clinical logic and decision-making skills. The clinical placement allows students to put what they
have learned and put theory into practice. (Marañón & Pera, 2015). Students must be able to
apply what they have learned in virtual clinical scenarios.
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2.4 Conceptual Framework
Figure 1: Conceptual Framework
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The conceptual framework displayed above pertains to the three significant statements of
the problem of this study proclaims to distinguish and regards the future nurses. The first is the
respondent's demographic profile, age, sex, and socio-economic status. It will show whether the
said student is a working nursing student who supports their studies utilizing working in their free
time. Next is the family situation associated with socio-economic status. It will reflect whether
the particular student still lives independently with their parents, who also support continuing
studying in nursing courses.
Next in line are the challenges of the nursing students that give problems or challenges in
online learning during the pandemic, the physical and emotional distress they experienced will be
discussed and deliberate intimately, the lack of clinical experience is the primary problem
because in the nursing course it requires physical contact and management to the patient. Also,
the heavy workload of a virtual task, financial difficulties, and internet access. These challenges
of nursing students that require their willingness to continue and will eventually be a key factor to
their success will also be explained.
After the challenges of nursing students, the coping strategies will now be protruding for
the student to overcome their given problems and difficulties in their studies. Autonomous
learning will be the dominant factor that needs to be used because the student will benefit from it
for the lacking clinical knowledge and experience. In addition, time management can help the
student prioritize their respective professors giving each task and performance. The rest, like a
healthy lifestyle, quality time with family, and seeking professional help, will also be an aiding
tool to overcome those challenges of the nursing student.
These will serve as a helping tool to efficiently work in clinical settings. This will
maximize their learning experience from their past teachings and training. Keep in mind that
student nurses who are currently studying online have the potential to fulfill all of their ways in
obtaining valuable knowledge regarding their field of choice, and that is giving health care to
people whose in need. They had an abundance of time and effort to lend to them to achieve their
optimal development as future healthcare professionals fully.
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3.0 Research Methods

3.1 Research Design
A research design aims to create a study plan that appropriately assesses cause-and-effect
relationships between independent and dependent variables. It also helps to foster empathy and
understanding between researchers and designers.
The researchers of this study use the descriptive quantitative approach. Descriptive
research is a quantitative research strategy that collects data on a population sample to conduct
statistical analysis. Quantitative data is gathered through a pre-designed survey that respondents
must complete. Quantitative research, in contrast to qualitative research, deals with numerical
data or data that can be translated into numbers (Sheard, 2018).
In relation to the study being conducted, this design is accommodated because the
respondents are instructed to answer some given questions regarding their daily experiences and
happenings as a nursing student, their problems, troubles, hindrances, and difficulties, also how
they deal with and manage themselves throughout the latter year of their study in accordance to
the career of their choice.
The arrangement, analysis, interpretation, and presentation of numerical data are aspects
of statistical methodology. This procedure was suited for this investigation because the
quantitative approach aided in producing accurate data. It is considered an excellent method to
develop insight and interpretation in nursing education.
3.2 Research Locale

The research will be conducted online with students enrolled in a prestigious educational
institution in the Philippines, located in Quezon City. Within the vicinity of Quezon City is a
highly urbanized community. Establishments and schools surround the school. The
aforementioned educational institution is well-known for its allied medical science program and
offers a Bachelor of Science in Nursing degree. This educational institution was chosen because
of its reliability and trustworthiness in producing accurate results in a nursing research study.
3.3 Population and Sampling

The key informants for this research paper consist of students taking up Bachelor of
Science in Nursing who were enrolled as 2nd year students. The sampling population of this
study expected at least 250 students to participate in the study. The researchers of this study used
a simple random sampling method to determine each respondent. It is a probability sample that is
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chosen based on a subset of individuals that is selected randomly and casually by chance. The
inclusion criteria are: Student nurses who are officially enrolled in 1.) Bachelor of Science in
Nursing in the academic year 2021 - 2022, 2.) 2nd year students only regardless of age and sex,
with many years of study in the Bachelor of Science in Nursing, as long as they are currently 2nd
year level 5.). The exclusion criteria are: This research study excludes the following respondents:
1.) Student nurses who are not officially enrolled in Bachelor of Science in Nursing in the
academic year 2021 – 2022, and 2.) who are 1st year, 3rd year, and 4th year nursing students.
3.4 Research Ethics

The researchers implemented the proper ethical principles and considerations that include
honesty, objectivity, integrity, transparency, accountability, autonomy, veracity, beneficence, and
confidentiality of the respondents. Inform consent is given before the said survey is conducted,
which promotes the autonomy of the respondents to accept or decline our permission. This
permission will exhibit accountability for the researchers regarding the confidential profile and
information of the researchers if a breach of data happens. This study places a premium on
honesty and transparency because the respondents are instructed to answer delicate questions and
may be perceived as sensitive to be discussed. The integrity and objectivity of the respondents are
not to be forgotten when the survey starts; their willingness to participate in this study will be
much appreciated and acknowledged. Objectivity will be made because of the unbiased approach
of all the members belonging to the research team.
All of the questions provided in the survey were intimately reviewed to be clear and fair
to all respondents who will be participating in this study. Their answers will be manually checked
and not be computerized to prevent digital computer glitches that will reflect in their response to
every single question. Their answers will also be kept carefully as the breaches of information are
not impossible to happen, as said earlier in the above statement, guaranteed that their answer will
not be known by anyone but only by the researchers. Therefore, other adverse effects will not
have happened, and these include an inconvenient condition where discomfort and anger will
have occurred and psychological factors such as fear and anxiety. To protect the respondents’
identities, the researchers numerically coded the participants and tagged them as Respondent #1,
Respondent #2, and so on. The researchers pledged to be accountable and credible if a
malfunction or error happened and assured the respondents that the given survey was carried out
for education purposes only.
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The researchers will use a larger font size for the questionnaire and ensure that there is
enough space between the lines of text. The button color will be markedly different from both the
text overlay and the background to allow elderly respondents who are 60 years old and above to
read it easily. Only the principal investigator and statistician will have access to the survey
questionnaires, which will be kept in password-protected files. When the study is finished, the
information gathered will be kept confidential and will be discarded or removed. After the survey
is conducted, all copies of the data acquired will be removed and destroyed from the researchers'
devices and online accounts and anyone else who participated in the research. Except for the final
tallied result and vital information required to maintain the authenticity and credibility of this
study, no copy of the data obtained will be held in any form or device. Furthermore, participants
who choose not to engage in the study will not be penalized in any prejudicial manner.
3.5 Research Instrument

The survey questionnaire utilized is researcher-made. The researchers crafted the
questions, and the contents were primarily based on the information shared by the panel experts
and the personal knowledge of the researchers themselves. The survey questionnaire contained
two parts: Part one (1) is composed of two (3) questions that aimed to answer the participants'
demographic profile, such as age, sex, and socio-economic status of parents/guardians. Part two
(2) has two (3) sections, and all were to be answered in a four (4) point Likert scale format. The
five options were as follows: 1 = Strongly Disagree, 2 = Disagree, 3 = Agree, 4 = Strongly Agree;
Section one (1) of part two (2) aimed to answer the challenges experienced by nursing students in
online learning during pandemic such as lack of clinical experience, heavy workload, financial
difficulties, and internet access. Section two (2) of part two (2) aimed to answer the effective
coping strategies that motivate students to continue studying online despite the pandemic, such as
autonomous learning, a healthy lifestyle, quality time with family, time management, and seeking
professional help. Section three (3) of part two (2) aimed to answer the learning experiences that
can be used to enhance the academic and clinical experience of students in spite the challenges
they faced amidst pandemic. Translation of the survey questionnaire in the local language was no
longer necessary since the respondents could understand text in the English language. A
psychometrician, clinical nursing instructor, research adviser, and university psychologist will
validate the questionnaire. They are competent in student experiences and well-being, adapted
from the various kinds of literature in this study. A pilot test will be conducted to assess the
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survey questionnaire. This allowed the researchers to approach a small number of participants,
allowing them to evaluate the feasibility, duration, reliability, and address concerns before
conducting the main study.
3.6 Data Collection

In order to commence the data collection, students must define and identify the researchers'
goal that will determine which data collection method will be used. After analyzing the study, the
researchers formulated a questionnaire that the experts will validate. Following the validation,
researchers will ask permission from the program head and the faculty members to authorize the
researchers to conduct the study entitled "Challenges in Online Learning among Level 2 Nursing
Students during Pandemic". With the help of class presidents, the potential respondents will
receive a consent form containing the purpose and importance of the study, including the written
permission to conduct the survey in which they have the free will to give or decline their
participation in this research. The questionnaires will be distributed thru google forms via email
and messenger. After the participants complete their responses, the results will be gathered and
organized. The finalized data will be used as supporting evidence in this study and remain
confidential.
3.7 Data Analysis

The survey questionnaire will be analyzed using statistical mean that is a certain kind of
mathematical average. Simply speaking, the statistical mean is an arithmetic process, in that it
adds up all numbers in a data set, and then divides the total by the number of data points.
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Appendix A: Informed Consent

Quezon City Campus
College of Nursing
Informed Consent Form for Quantitative Studies
This Informed Consent Form is for student nurses who are officially enrolled in Bachelor
of Science in Nursing in the A.Y. 2021 – 2022; who are in the 2nd year level, regardless of sex,
marital status, and age, with any years of study in the nursing school and for those respondents
within the criterion who are willing to participate in the research entitled “Challenges in Online
Learning among Level 2 Nursing Students during Pandemic”.
Part I: Information Sheet

Introduction
I am Ma. Samantha Nicole B. Coloma, and I am a nursing student at Our Lady of Fatima
University in Quezon City. We will conduct research with my colleagues on the challenges in
online learning among level 2 nursing students during the pandemic and effective coping
strategies that can be used to manage it. We invite you to participate in this research by providing
all vital information about the study. Any confusion or question will be addressed, and we
humbly request that you approach any of us so that we can thoroughly explain it to you. You can
choose to participate in this study whenever convenient for you.
Purpose of the Research

This study will investigate and explore the challenges every individual faces in nursing. This will
highlight how nursing students' current environment and situation affect their academic
performance, such as resources, distractions, learning skills, specifically in online learning, and
competence, which will play a significant role in achieving their goals. Therefore, it will
emphasize how the students conquer their challenges during pandemic.
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Type of Research Intervention

This study will entail your participation in an online survey powered by Google Forms. The
survey's questions have multiple-choice answers; you must check the options you select. The
survey may take 5 to 10 minutes to complete.
Participant Selection
You were chosen as an eligible participant in this study based on the above criteria. Your
sincerity in answering the questions will assist us in predicting the challenges faced by student
nurses during the pandemic and effective coping strategies. It will inspire the next generation to
pursue nursing as a college major, knowing that challenges will not stand in the way of becoming
a full pledge nurse even in times of pandemic.
Voluntary Participation
Your participation in this survey is optional. Your decision not to participate in this research will
not affect your current services at this university.
Procedures
We want to invite you to participate in this research project. If you accept, you will receive an
email with a link to the google forms, which you can respond to using your google suite account.
A two-part questionnaire will be distributed to you. Part 1 consists of three questions about your
demographic profile, such as your age, sex, and parent/guardian's socio-economic status. Part 2
will include three sections on the difficulties, coping strategies, and learning experiences that can
be used to improve students' academic and clinical experiences despite the difficulties
encountered during the pandemic. Both sections will be answered by placing a checkmark next to
the options. Although the survey asked for your age, sex, parent/guardian's socio-economic
status, we ensure that the information you provide will be treated as confidential; only the
researchers will have access to the gathered data.
Risks
You are cordially invited to join this research study. If you accept, you will receive an email with
a link to the google forms, which you can respond to using your google suite account. A two-part
questionnaire will be distributed to you. Part 1 consists of three questions about your
demographic profile, such as your age, sex, and parent/guardian's socio-economic status. Part 2
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will include three sections on the difficulties, coping strategies, and learning experiences that can
be used to improve students' academic and clinical experiences despite the difficulties
encountered during the pandemic. Both sections will be answered by placing a checkmark next to
the options. Although the survey asked for your age, sex, parent/guardian's socio-economic
status, we guarantee that the data you provide will be kept confidential; only the researchers will
have access to the gathered data.
Duration
The research will take about 5-10 minutes to complete. The survey will be conducted online.
Benefits
You will learn how level 2 nursing students overcome the challenges in online learning during
pandemics and how to cope with the situation.
Reimbursements
You will not be provided any incentive to take part in the research. However, we will give you a
better understanding about the challenges in online learning among level 2 nursing students
during pandemic. In addition, we will give an advice that can prevent or control it by using
coping strategies.
Confidentiality
All data collected will be used solely for this study. We will not share your information with
anyone other than the research team. All data and information collected during this research
project will be safely and securely stored in password-protected folders that will be accessible
only to the principal investigator and statistician. After the study is complete, all copies and forms
of the data collected will be destroyed and deleted from all devices and online accounts where
they were initially stored; only the tallied results and critical information are required to maintain
the research study's accuracy and credibility will be retained.
Sharing the Results

None of the information you provide will be shared with anyone outside the research team. The
knowledge gained through this research will be shared and made available to participants in a
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traditional manner of learning about health during this period. Confidential information will not
be shared with third parties.
Right to Refuse or Withdraw

You are free to withdraw from your participation at any time.
Alternative Participation
The only way to participate in this research study is to complete the survey questionnaire and
assist the researchers in determining the challenges nursing students are encountering during the
pandemic with online learning. There is no other way to participate in this research.
Who to contact:
If you have any questions, you may ask the researcher now or later, even after you have started
answering the questionnaire. If you wish to ask questions later, you may contact the principal
investigator of the research using the following: email: mbcoloma1@student.fatima.edu.ph or
contact the number: 0939- 876- 7968.
Part II: Certificate of Consent

I have been invited to participate in a research about Challenges in Online Learning among Level
2 Nursing Students during Pandemic.
I have read all the information necessary prior to this study, or it has been read to me.
I have/had the opportunity to ask questions about the study and I have been answered to my
satisfaction. I consent voluntarily to be a participant of this study.
Printed Name of Participant: ______________________________
Signature of Participant: _________________________________

Date: ________________________________________________
I confirm that the participant was given the opportunity to ask questions about the study, and all
the questions asked by the participant have been answered correctly and to the best of my ability.
I confirm that the individual has not been coerced into giving consent, and the consent has been
given freely and voluntarily.
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A copy of this ICF has been provided to the participant.

Print Name of Researcher/person taking the consent: ____________________________
Signature of Researcher /person taking the consent: _____________________________
Date: _____________________
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Appendix B: Letter to the Respondents

Quezon City Campus
College of Nursing
Dear Respondents:
Greetings of Peace and Prosperity!
We are the Bachelor of Science in Nursing students of Our Lady of Fatima University. Presently,
we are conducting a research study entitled "Challenges in Online Learning among Level 2
Nursing Students during Pandemic."
In this regard, we request your valuable time and effort to answer all of the survey questionnaire's
critical and helpful questions to the study's completion.
Rest assured that all information gathered from you will be treated with the utmost
confidentiality.
Your positive reaction to this request will be a valuable contribution to the study's success and
will be greatly appreciated.
Thank you very much for your cooperation.
Respectfully Yours,
Ma. Samantha Nicole Coloma et al.,
Researcher
Noted by:
Carmela Perez, MAN, RN
Adviser
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Appendix C: Letter to the Dean

Quezon City Campus
College of Nursing
Dean Maria Luisa T. Uayan, MSN, DHHC

Dear Madam:
We are currently conducting research for our thesis, "Challenges in Online Learning among Level
2 Nursing Students during Pandemic."
We are requesting your assistance and endorsement in conducting interviews with second year
nursing students at Our Lady of Fatima University. We are aware that you share our enthusiasm
for advancing the cause of research and knowledge. Confidentiality is guaranteed for all
responses. We hope this request is granted, and we thank you in advance for your generosity.
Thank you very much!
God bless and more power!
Respectfully Yours,
Antipolo, Karen G.
Coloma, Ma. Samantha Nicole B.
Dofredo, Wilcel G.
Garnace, Andrei Jerald B.
Halasan, Myca L.
Ouano, Kate Nichole
Dean Maria Luisa T. Uayan, MSN, DHHC
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Appendix D: List of Questionnaire

Quezon City Campus
College of Nursing
Survey Questionnaire
Researcher - Made Questionnaire on Challenges in Online Learning among Level 2 Nursing
Students during Pandemic at Our Lady of Fatima University A.Y. 2021 – 2022.
a. This paper will contribute additional information to nursing students on the obstacles
and coping strategies that help student nurses during pandemic.
b. Respondents are free not to answer some questions, but it would be greatly
appreciated if all questions are left answered.
c. The questions are not at all embarrassing or invasive in nature, but should you feel
uncomfortable, please approach the researchers so they can assist you to withdraw
from the survey.
d. The researchers will collect your personal data in accordance with Republic Act No.
10173 of the Philippines also known as the Data Privacy Act of 2012. It is an act
protecting individual personal information in information and communications
systems in the government and the private sector, creating for this purpose a national
privacy commission, and for other purposes, and its corresponding implementing
rules and regulations. In this regard, you have the right to be informed and to object
to processing, accessing, and rectifying, suspending, and withdrawing your personal
data, and be indemnified in case of damages pursuant to the provisions of the
aforementioned law.
e. Answering this online survey form indicates that you have read and understood the
foregoing information explaining the purpose of this research and your rights and
responsibilities as a participant.
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I. Demographic Profile
Directions: The following questions will ask about respondent’s demographic profile, please
check the box accordingly:
Name (optional): ______________
Age: ________________________
Sex:_________________________
Male Female
Socio-economic Status of Parent/Guardian
Below ₱9,061
₱9,061 – ₱36,394
₱36,394 – ₱200,000
Above 200,000
II. Directions: Read each statement carefully and decide how will you agree with them by
checking (/) the box that corresponds to your answer using the following scales:
4 – Strongly Agree 3 – Agree 2 – Disagree 1 – Strongly Disagree
2.1 What are the challenges experienced by nursing students in online learning
during pandemic?
4 3 2 1
Lack of Clinical Experience Strongly Agree Disagree Strongly

Agree
Disagree
1. I tend to overthink what kind of

nurture I will be giving on my
patients.
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2. I know that without much prior

experience and practice we will
risk lives in providing health care
services without expecting any
financial aid.
3. I have difficulty performing return
demonstrations because we don’t
have enough space in our house.
4. I have inadequate hands-on
experience and training which is an
additional concern.
5. I am afraid that the lack of clinical

experience will negatively affect
my learning, progress in patient
care, and professional
performance.
4 3 2 1
Heavy Workload Strongly Agree Disagree Strongly

Agree Disagree
6. I find myself extremely exhausted

because of heavy school
requirements and exams.
7. Sometimes the heavy academic

workloads can cause feeling of
nervous and anxious which cause
stress to me.
8. I’m exposed to overly stressful and

strain full schedules during
pandemic.
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9. Sometimes I feel that there’s no

time for me to rest, that there’s
always something more that I
should be doing.
10. I tend to have a nervous
breakdown when I can’t finish all
of my school requirements.
4 3 2 1
Financial Difficulties Strongly Agree Disagree Strongly

Agree Disagree
11. I tend to be distracted from school

because I overthink how to meet
my financial needs (tuition fee,
school-related expenses, etc.)
12. I am working to support my needs
that’s why I can't focus much in
my studies.
13. Sometimes, worries about money
lead to ongoing stress, anxiety and
even depression.
14. I feel like my academic
performance is affected due to
financial constraints.
15. Sometimes, I am unable to
purchase the required academic
materials (books, course packs,
nursing equipments etc.)
4 3 2 1
Internet Access Strongly Agree Disagree Strongly

Agree Disagree
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16. There was never a day when a

student in our class hasn’t voiced
out complaints such as “Can
someone tell the professor I got
disconnected?” “Do you guys hear
me?”
17. I cannot cope up with the lessons
due to poor internet connections
during asynchronous learning.
18. Sometimes I'm having poor
connection because I live in an
area with a poor network signal.
19. I tend to miss deadlines due to
slow internet connection.
20. Sometimes, I can't connect with
my teachers or classmates, do
independent research, or get online
homework help.
2.2 What are the coping strategies that motivates the student to continue studying
online despite pandemic?
4 3 2 1
Autonomous Learning Strongly Agree Disgree Strongly

Agree Disagree
1. I tend to understand the lesson well

when I study on my own instead of
listening during online discussions.
2. Reading in my own comfortable
environment promotes and helps
me in better understanding a
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certain lesson.
3. I always question myself in order
for me to enhance my critical
thinking and decision making.
4. I practice flexibility to help me

move through the course work at
my own pace and get the most out
of the recorded lectures.
5. I have developed proper time
management skills to complete
tasks and stay on track so I can
complete the course work on time.
4 3 2 1
Healthy Lifestyle Strongly Agree Disagree Strongly

Agree Disagree
6. Having a healthy diet boosts my

resilience and fuel my brain to
generate more ideas.
7. I feel energized when I get enough
and uninterrupted sleep.
8. I take regular breaks away from
the computer screen.
9. I stick to a routine which helps me
develop a mindset that involves
knowing how to manage my time
properly, with a specific schedule
dedicated to classwork, end-of-day
assignments, lesson review, and
the like.
10. I do physical activities such as
sports, yoga, or cardio exercises to
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help relieve my stress.

4 3 2 1
Quality Time with Family Strongly Agree Disagree Strongly

Agree Disagree
11. Going out with my family to

unwind and do some fun activities.
12. Bonding with my family and loved
ones adds up to my self-morale.
13. Taking a break from time to time
and spending it with the people
close to me refreshes and recharges
my mind.
14. Social interaction helps me cope
with my mental health.
15. When I spend time with my
family, it promotes a sense of
safety, belonging and security.
4 3 2 1
Time Management Strongly Agree Disagree Strongly

Agree Disagree
16. I decide each day what the goals

are by order of importance
(deadline, the volume of work,
etc.) and stick to them.
17. Doing “pause, recall and reflect” to
give enough time for your brain in
observing new information.
18. Creating a study plan and time
allotment to a certain task is very
beneficial.
19. I use organizing tools and online
36
PANDEMIC
time management tools that

monitor how much time I spend on
certain tasks.
20. I make the most out of my
productive times to finish my
tasks.
4 3 2 1
Seeking Professional Help Strongly Agree Disagree Strongly

Agree Disagree
21. Having someone who understands

my struggles without judgement
helps me.
22. Seeking professional provides
coping tools and strategies that I
need to navigate through
challenging situations with a
greater degree of awareness.
23. Talking to a registered
psychiatrist/psychologist helps me
make better decisions.
24. Seeking professional help helps me
create positive behavioral changes.
25. Seeking help allows me to learn
how to manage challenges that can
affect my well-being and mental
fitness.
2.3 What learning experiences can be used to enhance the academic and
clinical experience of students in spite the challenges they faced amidst
pandemic?
37
PANDEMIC
Learning Experience Will Be the 4 3 2 1

Most Crucial Yet Essential to
Strongly Agree Disagree Strongly
Obtain as a Care Provider and as a
Agree
Student Disagree
1. I believe that virtual presentation of

case-based scenarios delivered via
slides or videos can help us to
comprehend the entire patient
experience.
2. I believe that giving us time for

preparation will help us gain
confidence in our knowledge and
readiness to care for patients.
3. I believe that learning provides an

opportunity for nursing students to
learn experimentally and to convert
theoretical knowledge to a variety of
mental, psychological, and
psychomotor skills which are of
significance for patient care.
4. I believe that communicating with

the clinical instructors when I don’t
know the answer will help me build the
practice of a nurse seeking evidence-
based practice (EBP) and creating best
practice processes.
5. I believe that during class hours and

return demonstration, the instructors
must lend consideration to any
minimal mistake that the students may
do and be advised to proceed
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PANDEMIC
composedly.
6. I believe that patiently addressing

our questions can build cooperation
with our clinical instructors.
7. I believe that being respectful with

each other (clinical instructors &
fellow nursing students), encouraging
self-confidence and independence will
make a successful learning
environment for us.
8. I believe that promoting our

belonging and clinical reasoning as a
teaching method can help us achieve
clinical goals.
9. I believe that CIs and nursing

students must incorporate realism in
virtual clinical settings.
10. I believe that clinical placement

will allow me to put what I have
learned and put theory into practice.
39
PANDEMIC
Appendix E: Certificate of Validation

Quezon City Campus
College of Nursing
Certificate of Validation
This is to certify that the modified Likert Scale and Open-ended questionnaire of the
study entitled “Challenges in Online Learning among Level 2 Nursing Students during
Pandemic” has been validated by experts undersigned to its validity, appropriateness, and
reliability. The evaluators can attest that the questionnaire had passed through careful
examination and was proven substantially useful for study being conducted.
Researchers:
Antipolo, Karen G.
Coloma, Ma. Samantha Nicole B.
Dofredo, Wilcel G.
Garnace, Andrei Jerald B.
Halasan, Myca L.
Ouano, Kate Nichole
Validated by:
ANNE FRANDEL F. DE JESUS, RPm, RPsy

Validator 1
RIA CAMILLLE B. DE JESUS, LPT, MAEd- Mathematics

Validator 2
DR. JAY R SAN PEDRO

Validator 3
40

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Challenges in Online Learning among Level 2 Nursing Students during Pandemic

Carmella V. Perez, MAN, RN1,2,3,4

Carmella V. Perez, MAN, RN

Annabelle P. Flores, MAN, RN

Cecile Guevarra, MAN, RN Aiko Diana Casalan, MAN, RN

Maria Luisa T. Uayan, MSN, DHHC

Ma. Samantha Nicole B. Coloma

Carmella V. Perez, MAN, RN

Challenges in Online Learning among Level 2 Nursing Students during Pandemic............................1

2.0 Literature Review

2.1 Theoretical Framework

2.2.1 Challenges of Nursing Students

2.2.2 Level 2 Nursing Students

2.2.3 Online Learning during Pandemic

2.3 Problem Statement and Hypothesis

Preparing students for specific competencies is needed. Clinical practice is an important,

2.4 Conceptual Framework

Figure 1: Conceptual Framework

3.0 Research Methods

3.2 Research Locale

3.3 Population and Sampling

3.4 Research Ethics

3.5 Research Instrument

3.6 Data Collection

3.7 Data Analysis

CHED Memorandum Order No. 15 (2017).

International Journal of Environmental Research and Public Health (2020).

Yaghmour, S. (2018) ‘Gender communication differences in synchronized distance learning

Appendix A: Informed Consent

Our Lady of Fatima University

Informed Consent Form for Quantitative Studies

Part I: Information Sheet

Purpose of the Research

Type of Research Intervention

Sharing the Results

Right to Refuse or Withdraw

Part II: Certificate of Consent

Printed Name of Participant: ______________________________

Signature of Participant: _________________________________

A copy of this ICF has been provided to the participant.

Appendix B: Letter to the Respondents

Our Lady of Fatima University

Greetings of Peace and Prosperity!

Thank you very much for your cooperation.

Appendix C: Letter to the Dean

Our Lady of Fatima University

Dean Maria Luisa T. Uayan, MSN, DHHC

Appendix D: List of Questionnaire

Name (optional): ______________

Socio-economic Status of Parent/Guardian

4 – Strongly Agree 3 – Agree 2 – Disagree 1 – Strongly Disagree

Lack of Clinical Experience Strongly Agree Disagree Strongly

1. I tend to overthink what kind of

2. I know that without much prior

5. I am afraid that the lack of clinical

Heavy Workload Strongly Agree Disagree Strongly

6. I find myself extremely exhausted

7. Sometimes the heavy academic

8. I’m exposed to overly stressful and

9. Sometimes I feel that there’s no

Financial Difficulties Strongly Agree Disagree Strongly

11. I tend to be distracted from school

Internet Access Strongly Agree Disagree Strongly