RRL (THEME 5)

P1

Pachuri and Chauhdary (2011) defined “educational technology” as

collection of sources that are useful for the students in advancing their

knowledge and learning. It is subjected to the means of “technology”.

The latest technological mediums supported by internet like Smartphone

and online and offline games are potential tools for learning that are

gaining attention. (p.1)

Pachuri (2011) stated, “E-Learning driven world is experiencing new

set of skills, (core generic and professional), to be included in the

prospective education to contribute at global scenario” (p.172). YouTube

is among the most used website on internet for video dissemination. It

has over a billion users and created a new room for digital profession.

Vloggers create channels providing the viewers an informal learning

environment and feasibility. Such feasibilities are utilized as “how-to-

tutorials” and gave rise to an emerging trend of learning through

YouTube tutorials (Bhatia, 2018, p. 82).

Nasir and Bargstad (2017) elaborated the importance of videos as

teaching tool as it has the potential to grab the attention of the learners

with visuals and motivate them (p. 1090). A “tutorial” is broadly defined

as a tool for providing information with easy tips to be followed and

learning by imitating the procedures as described. YouTube has “tens of

thousands” of tutorials in the video format with “how-to” scheme for

learning of use of hardware and software only (as cited in Nasir, 2017, p.

1090).

YouTube is in the top biggest online databases helpful to access the

video tutorials developed by and for the users on diverse topics. Many

foreign universities utilize YouTube videos for class room learning.

Seeking help through tutorials from YouTube is emerging in Pakistan as

well but this new trend has not been measured on research grounds.

YouTube is emerging as popular web 2.0 technology globally. Apart

from entertainment it is being used for education and learning purposes

as proposed by the study “Learning through YouTube” by J. Jacob

Jenkins and Patrick J. Dilon in 2014.

https://files.eric.ed.gov/fulltext/EJ1266671.pdf

P4

Current literature evaluates YouTube as an educational tool, and the videos are used as a supplement to
teaching and not a replacement. Participants in classes where YouTube videos were used reported
enjoyment, class was fun and interesting, and some students reported they learned better in this format
(June et al., 2014; McGovern & Baruca, 2013). June et al. (2014) interviewed 50 undergraduate students
after YouTube videos were used in a course. It was reported that the students had a positive view on the
use of YouTube, believed it made the class more fun, and attracted their attention (June et al., 2014).
One particular student interviewed stated: in June et al. (2014): “In my opinion, watching video is one of
the best tools that can bring relevant materials to the class and make it more interesting. Moreover, as
students like to learn something new without feeling that they are being taught in the same way as
lecture might…” (Reflection Student D, p. 63). Others have reported when YouTube has been utilized in
the classroom, it induces critical thinking and students prefer to view videos with one of their instructors
demonstrating or teaching (June et al., 2014; McGovern & Baruca, 2013). Although most of the literature
is positive about the use of YouTube in education, there are some negative aspects as well. Cartledge et
al. (2013) conducted a systematic review of the literature looking at social media usage in medical
education. It was found in several studies that social media can present a problem to deliver educational
materials as it solely relies on the engagement of the learners (Cartledge et al., 2013).

https://journals.sagepub.com/doi/full/10.1177/23779608221117385
P7

https://www.researchgate.net/publication/
319702115_PRACTICAL_RETURN_DEMONSTRATION_ENACTMENT_NURSING_STUDENTS_DO_BELIEVE
D_AND_EXPERIENCED_WILL_PERK_THEIR_NURSING_CARE

subtheme b

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9388447/

Subtheme c

In order to teach and help students practice, a checklist was described as an efficient and

organized way of presenting physical assessment techniques and skills. Sparks (2013) suggested

that a checklist was a way to improve performance by declaring standards that ensured important

tasks were completed. Development of a checklist provided a baseline for care, helped identify
gaps and areas for additional training, and tracked student improvement over time (The Clinical

Mentoring Toolkit, 2008).

https://epublications.regis.edu/cgi/viewcontent.cgi?article=1184&context=theses

time management

https://msnj.journals.ekb.eg/article_187805.html

Mohammed, S., Aref, S., & Mohammed, E. (2019). Relation between Time Management Skills and Stress
Level among Fourth Year Students at Faculty of Nursing. Minia Scientific Nursing Journal, 006(1), 86-91.
doi: 10.21608/msnj.2019.187805

Theme 6 (https://link.springer.com/article/10.1007/s10639-021-10589-x)

Among these are Copeland et al. (2021) and Fawaz et al. (2021) who examined the impact of COVID-19
on college students’ mental health and their coping mechanisms. Copeland et al. (2021) reported that
the pandemic adversely affected students’ behavioral and emotional functioning, particularly attention
and externalizing problems (i.e., mood and wellness behavior), which were caused by isolation,
economic/health effects, and uncertainties. In Fawaz et al.’s (2021) study, students raised their concerns
on learning and evaluation methods, overwhelming task load, technical difficulties, and confinement. To
cope with these problems, students actively dealt with the situation by seeking help from their teachers
and relatives and engaging in recreational activities. These active-oriented coping mechanisms of
students were aligned with Carter et al.’s (2020), who explored students’ self-regulation strategies.

Recently, the education system has faced an unprecedented health crisis (i.e., COVID-19 pandemic) that
has shaken up its foundation. Thus, various governments across the globe have launched a crisis
response to mitigate the adverse impact of the pandemic on education. This response includes, but is
not limited to, curriculum revisions, provision for technological resources and infrastructure, shifts in the
academic calendar, and policies on instructional delivery and assessment. Inevitably, these
developments compelled educational institutions to migrate to full online learning until face-to-face
instruction is allowed. The current circumstance is unique as it could aggravate the challenges
experienced during online learning due to restrictions in movement and health protocols (Gonzales et
al., 2020; Kapasia et al., 2020). Given today’s uncertainties, it is vital to gain a nuanced understanding of
students’ online learning experience in times of the COVID-19 pandemic. To date, many studies have
investigated this area with a focus on students’ mental health (Copeland et al., 2021; Fawaz et al., 2021),
home learning (Suryaman et al., 2020), self-regulation (Carter et al., 2020), virtual learning environment
(Almaiah et al., 2020; Hew et al., 2020; Tang et al., 2020), and students’ overall learning experience (e.g.,
Adarkwah, 2021; Day et al., 2021; Khalil et al., 2020; Singh et al., 2020). There are two key differences
that set the current study apart from the previous studies. First, it sheds light on the direct impact of the
pandemic on the challenges that students experience in an online learning space. Second, the current
study explores students’ coping strategies in this new learning setup. Addressing these areas would shed
light on the extent of challenges that students experience in a full online learning space, particularly
within the context of the pandemic. Meanwhile, our nuanced understanding of the strategies that
students use to overcome their challenges would provide relevant information to school administrators
and teachers to better support the online learning needs of students. This information would also be
critical in revisiting the typology of strategies in an online learning environment.

Sub theme 6a

Kim S.C., Sloan C., Montejano A., Quiban C. Impacts of coping mechanisms on nursing students’ mental
health during COVID-19 lockdown: a cross-sectional survey. Nurs. Rep. 2021;11(1):36–44.

These modifications, combined with other

pandemic-related worries including COVID-19 anxiety, social withdrawal, and stay-at-home orders, have
added stress to the lives of student nurses, who were already under a lot of strain. According to
research, nursing students, including those in healthcare programs, experienced moderate to severe
stress at the height of the coronavirus outbreak (Kim et al., 2021; Ersin and Kartal, 2020). Younger and
female nursing students, as well as those who had their clinical training cross-sectional study during the
pandemic (Aslan & Pekince, 2021), also reported higher levels of stress.

During the height of the coronavirus

outbreak, a wide range of studies showed that when an individual is equipped with adequate resilience,
they are less likely to suffer from stress, anxiety, loneliness, depression and post-traumatic stress
(Labrague et al., 2021, Verdolini et al., 2021). Evidence from young people and healthcare workers
demonstrated the importance of maintaining resilience during the pandemic to protect the mental,
emotional and psychological health of an individual.

PARTICIPANT 4 Sharif, F., Masoumi, S. A qualitative study of nursing student experiences of clinical
practice. BMC Nurs , 6 (2005). https://doi.org/10.1186/1472-6955-4-6

Participant 5 Nurses are accountable for determining their own needs and making investments in their
well-being, even while health care organizations are responsible for fostering an environment where
well-being and integrity may flourish (Ross et al., 2017). This obligation results from their basic human
rights and their professional ethical duty to care for their own ethical principles and general wellbeing in
order to fulfill their nursing role's obligations (ANA, 2015).
https://www.ncbi.nlm.nih.gov/books/NBK573902/

Nasir and Bargstad (2017) elaborated the importance of videos as teaching tool as it has the potential
to grab the attention of the learners with visuals and motivate them.
It is a test to the ability and preparedness of not only the officials of the government and the
University, but also of the students and their families.
This coming Monday,
This is the first time it will be used by the University. We know that no one can be considered
yet as an expert in this flexible learning in the midst of the pandemic, hence, we seek for your
utmost patience and support.
Rest assured that the University will do its best to continue giving quality education like before.
Trainings and orientations for teachers in relation to innovative ways of facilitating learning,
including the preparation of modules and the use of the free learning management system, are
almost done.
We have also improved the internet infrastructure with enhanced bandwidth and the use of other
technologies that will help the students as they gain new knowledge and skills this semester.
With the help of the Department of Information and Communications Technology, the
University will be providing free “wi-fi connection” in all its branches. DICT has placed the
needed infrastructure which is expected to be used this September.

Cavite State University, like any other academic institutions, government agencies and
private entities in the country and the world, is experiencing a great challenge brought by the
COVID-19 pandemic. This has affected the daily activities, jobs and even the process of teaching
and learning. On August 6, 2020, flexible learning modalities was approved and implemented by
the Board of Regents by virtue of Resolution No. 18. Thus, the University and all its branches
around the province started the semester using flexible learning for the first time. Flexible
learning modalities is a combination of both online/offline, modular and other methods of
delivering instruction to enhance students’ knowledge.

The Bachelor of Science in Nursing is a four-year degree program that provides students the
adequate training and knowledge necessary for patient care and health care assessment. This
program has a Related Learning Experience (RLE) training which allows the students to be
exposed to different health care settings and should demonstrate necessary nursing
interventions on a patient assigned to him/her. Nursing students of College of Nursing at Cavite
State University Main Campus was honed with quality nursing education centering to be
excellent in the development of globally competitive and morally upright individuals.

The study revealed that the international students in Cavite State University were highly
challenged on how they perceived the teaching strategies that they had experienced from their
teachers in the flexible learning. Dhawan (2020), affirmed that international students face
challenges while they try to study course related materials on their own when it was presented
in a video format. Dhawan further asserts that students experience problems associated with
modern technology ranging from downloading errors, issues with installation, login problems,
and audio, and video presentation problems.