LIVED EXPERIENCES AND COPING STRATEGIES OF NURSING STUDENTS

TOWARDS ONLINE LEARNING IN A UNIVERSITY IN ILOILO CITY

A Research Study Presented to

The Faculty of College of Health and Allied Medical Professions – Nursing Program
University of San Agustin
Iloilo City

In Partial Fulfillment
Of the Requirements for the Degree
Bachelor of Science in Nursing

MAGBANUA, Kian Venus C.

MANOBA, Arienne Faye R.
MAMON, Charina Marie B.
MONDEJAR, Manilyn N.
GUMBAN, John Rey M.
NOBIS, Wennie Rose A.
MACHAN, KC Jun G.
HARDER, Gio Earl S
MICLAT, Arvie P.

February 2021
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TITLE PAGE

This Research study entitled “LIVED EXPERIENCES AND COPING

STRATEGIES OF NURSING STUDENTS TOWARDS ONLINE LEARNING IN

A UNIVERSITY IN ILOILO CITY” authored and submitted by Machan, KC Jun

G., Magbanua, Kian Venus C., Mamon, Charina Marie B., Manoba, Arienne Faye

R., Nobis, Wennie Rose A., Mondejar, Manilyn N., Gumban, John Rey M., Harder,

Gio Earl S., & Miclat, Arvie P. in partial fulfillment of the requirement for the

Degree in Bachelor of Science in Nursing of academic year 2020-2021 has been

recommended for approval and acceptance.

ESTELITA DELA CRUZ, RN, MAN, PhD

Research Adviser

MACHAN, KC JUN G.
Principal Investigator

MAGBANUA, KIAN VENUS C. MONDEJAR, MANILYN N.

Co – Investigator Co - Investigator

MAMON, CHARINA MARIE B. GUMBAN, JOHN REY M.

Co – Investigator Co - Investigator

MANOBA, ARIENNE FAYE R. HARDER, GIO EARL S.

Co – Investigator Co - Investigator

NOBIS, WENNIE ROSE A. MICLAT, ARVIE P.

Co – Investigator Co – Investigator
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APPROVAL SHEET

This Undergraduate/Graduate Thesis hereto entitled: “LIVED EXPERIENCES AND

COPING STRATEGIES OF NURSING STUDENTS TOWARDS ONLINE
LEARNING IN A UNIVERSITY IN ILOILO CITY” prepared and submitted by:
MAGBANUA, Kian Venus C., MANOBA, Arienne Faye R., MAMON, Charina Marie
B., MONDEJAR, Manilyn N., GUMBAN, John Rey M., NOBIS, Wennie Rose A.,
MACHAN, KC Jun G., HARDER, Gio Earl S., and MICLAT, Arvie P. in partial
fulfilment of the requirements for the degree Bachelor of Science in Nursing has been
examined and is recommended for acceptance and approval for ORAL EXAMINATION.

ESTELITA DELA CRUZ, RN, MAN, PhD

Adviser

Approved by the committee on Oral Examination with a grade of PASS on

August 25, 2021.

ANGEL MONARCA , RN, MAN ROGELIO ESCORPISO, RN, MAN

JEANNETTE KWOK, RN, MAN

Accepted in partial fulfilment of the requirement for the degree of BACHELOR OF

SCIENCE IN NURSING

August 21, 2021

Date VIELLA TOLOSA - BALBON, RN, MA. Ed, MAN
Academic Supervisor, Nursing Program

______________
August 21, 2021
Date LOUIE P. HIJALDA, RN, MAN, PHD
Acting Dean, College of Health and Allied Medical Professions

______________
August 21, 2021
Date LOUIE P. HIJALDA, RN, MAN, PHD
Director, Center For Educational and Institutional Research
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ABSTRACT

Lived Experiences and Coping Strategies of Nursing Students

Towards Online Learning in a University in Iloilo City

MAGBANUA, Kian Venus C.; MANOBA, Arienne Faye R.; MAMON, Charina Marie B.;
MONDEJAR, Manilyn N.; GUMBAN, John Rey M.; NOBIS, Wennie Rose A.;
MACHAN, KC Jun G.;HARDER, Gio Earl S.; MICLAT, Arvie P.;
and Estelita Dela Cruz, RN, MAN, PhD – Research Adviser

This study explored the physical, emotional, social,and spiritual lived experiences and
identified the coping strategies of nursing students of the University of San Agustin in
their online learning.
Purposive sampling was used to select 12 nursing students to participate in the study.
Lincoln and Guba's (1985) criteria was employed for judging the soundness of the study.
Collaizi's (1978) thematic analysis seven steps method was used to analyze the
responses of the participants.
The study revealed that most of the nursing students have encountered coexisting
physical obstacles caused by excessive screen time exposure, sedentary lifestyle and poor
posture while on class, emotional instability that was imposed by strenuous academic
load, academic pressure, anxiety and stress, while this is true, most of the nursing
students have also maintained, improved and strengthened their social relationships with
friends and peers, especially with family, and experienced strengthened and continued
faithfulness to God throughout their online learning journey.
The coping strategies of most nursing students were emotion-focused a form of
management that attempts to reduce negative emotional responses associated with stress.
Participants reported to be eating and sleeping more, indulging into entertainments and
praying for guidance and strength as means to cope while others approached their
situation and experiences differently through Problem-solving and Time-management.
Keywords: Lived Experience, Coping Strategies, Nursing Students, Online Learning
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ACKNOWLEDGMENT

It is with humility and gratefulness that we, the researchers, extend our heartfelt

thanks to all those who contributed in the accomplishment of this endeavor. This research

study would have not been made possible without the help and generous assistance of

many people. Their contributions are sincerely appreciated and acknowledged.

Dr. Estelita Dela Cruz, our research adviser, for her kindness, patience, moral

support, understanding and perpetual guidance from the conception of this study, all

throughout the process, and up until the completion. Her expertise and gentle counsel

have deeply inspired all of us;

Our Academic Supervisor, Viella T. Balbon, MAN, MA.ED, RN, and the

Nursing Program of the College of Health and Allied Medical Professions and other

faculty members for giving us the opportunity to perform this research study;

Our expert validators who have performed the content analysis of our guide

questions, Dr. Bernardo S. Almeria, Dr. Angelie D. Mamon, & Sr. Gemma Labestre,

MST. PhD, RGC, RPsy, LPT. We are indebted and grateful for their time and effort

shared with us in accomplishing our instruments;

To our respondents, the nursing students of the college of health and allied

medical professions from levels I, II, III, & V, for their time, effort, cooperation, and

truthfulness despite that this study was conducted through online May you continue to

venture ahead in spite of hurdles and obstacles along the way to achieve your goals. We

are forever grateful for the experiences you shared, and we wish you all the best in St.

Augustine’s name to be Registered Augustinian Nurses someday.

.
 vi

To our classmates and close friends who are too many to mention, who genuinely

helped us and motivated us in times of despair and anxieties, for supporting us, and for

giving us inspiration. We could not have done this without your never-ending support and

encouragement. We thank you from the bottom of our hearts.

To the researchers’ families, for their prayers, financial assistance, unwavering

support, and words of encouragement to pursue this arduous yet noble task, for being

present during our difficult times we, owe our success to you.

Above all, to the Great Almighty God, the source of all knowledge and wisdom,

for being the fountain of strength, guidance and hope from the beginning, completion,

and success of this research study. The researchers owe their deepest gratitude to Him for

His divine intervention and blessings, and for strengthening the researchers emotionally

and spiritually.

Thank you so much!

THE RESEARCHERS
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TABLE OF CONTENTS

Page

TITLE PAGE ii

APPROVAL SHEET iii

ABSTRACT iv

ACKNOWLEDGMENT v

TABLE OF CONTENTS vii

LIST OF MATRICES x

INTRODUCTION

Background of the Study 1

Statement of the Problem 4

Objective of the Study 4

Theoretical Perspective 5

Definition of Terms 8

Significance of the Study 11

Scope and Limitations 12

REVIEW OF RELATED LITERATURE AND STUDIES

Lived Experiences 14

Physical Dimension 19

Emotional Dimension 22

Social Dimension 28

Spiritual Dimension 33
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Page

Coping Strategies 35

Synthesis 44

METHODS

Research Design 46

The Participants 47

Data Gathering Instrument 47

Data Collection and Procedure 48

Confidentiality, Informed Consent and Ethical Considerations 50

Rigor and Trustworthiness in Qualitative Research 51

Data Analysis 53

RESULTS

Participants Profile 56

Participants Lived Experiences: Physical Dimension 57

Conclusions Participants Lived Experiences: Emotional Dimension 65

Participants Lived Experiences: Social Dimension 74

Participants Lived Experiences: Spiritual Dimension 84

Coping Strategies: Problem Focused Coping 95

Coping Strategies: Emotion Focused Coping 102

DISCUSSION

Summary 106

Summary Findings 106

Conclusion 108
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Page

Recommendations 110

REFERENCES 112

APPENDICES

Letters 118

Work Plan Schedule 125

Budget Plan 127

Informed Consent 128

Guide Questions 131

ITSO Certification of Plagiarism Check 135

USA - CIER RERC Approval Letter 136

Interview Schedule 138

Certificate of Acknowledgement from Grammarian 140

Certificate for Grammar Check - ITSO 141

Principal Investigator’s Curriculum Vitae 142

Co - Investigator’s Curriculum Vitae 143

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LIST OF MATRICES

Matrix Page

1 Participants Profile 56

2 Participants Lived Experiences: Physical Dimension 57

3 Participants Lived Experiences: Emotional Dimension 65

4 Participants Lived Experiences: Social Dimension 74

5 Participants Lived Experiences: Spiritual Dimension 84

6 Coping Strategies: Problem Focused Coping 95

7 Coping Strategies: Emotion Focused Coping 102

 1

INTRODUCTION

Background of the Study

The current situation that resulted in drastic changes has affected the system of

education not just in the Philippines but also worldwide. COVID-19 pandemic impacts

on a global setting and has brought about unprecedented changes. Nursing education has

been especially challenged by using online learning for the students as response to

COVID - 19. The adaptation of online learning has posed challenges to nursing

instructors and nursing students to take into account significant factors in overcoming

barriers during the shift. The biggest challenge faced during this pandemic is how to

adopt a response and manage nursing education based on the standards of nursing

education. An online learning program was considered as a first choice to solve the issue

during this crisis. Online learning would be appropriate due to flexibility, convenience,

interactive learning experiences, and advancement opportunities for nursing education,

including serving the international and national policies that recommend making a

decision on social distancing and personalized protection. (Thojampa et al., 2020). Open

and distance learning also present new challenges in information dissemination,

especially in developing countries. It is also observed that technical competence is

needed in order to have effective access to contemporary ways in learning and

information communications technology; thus a challenge to distance learners. The lack

of these skills is a critical challenge, as a learner may fail to use the various physical,

digital and human resources involved in information communications technologies. The

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challenges prompt many problems in distance learning. Among these problems are the

high rate of students’ drop-out and late programs completion.

According to the Department of Health (DOH) students may experience possible

health problems. In a statement, the DOH said that it is not impossible for students to

experience physical and mental health problems as they adjust with the shift from

traditional to online learning. With online classes, there should be an increasing feeling of

isolation due to lack of face-to-face interaction. Students may experience health concerns

related to increased screen time, such as fatigue, headache, lack of motivation,

avoidance/procrastination. In order to avoid such conditions, DOH added that it is better

to establish a routine, wherein there is an academic and personal life balance, which

includes being physically active, appropriate eating habits, and adequate sleeping patterns.

In Iloilo City, the shift to online classes at the University of the Philippines

Visayas was enacted (UPV) as a precautionary measure against the spread of COVID-19

a daunting prospect for students and teachers alike. Lack of stable internet access is a

common concern among students after the UP system suspended face to face classes and

shifted to “blended learning” students have been complaining of slow internet connection

in dormitories in UPV’s main campus in Miag-ao town in Iloilo province. Other students

have also raised concern that they will have no internet access in their hometowns

especially if the government imposes quarantine measures. Among the recommendations

for those conducting online classes was to consider students who cannot go online, those

living on campus and off campus with varying degrees of internet access.
 3

To further reinforce the evidence presented in this paper pertaining to the

prevalence of the problem, a preliminary survey was conducted among nursing students.

Nursing students verbalized that they experienced stressful situations because of

poor connections, completion of requirements and paper works needed to be submitted

to meet deadlines.

They feel dissatisfied with the mode of learning they are currently in. Most of the

students have access to devices for online learning; however, they do not work well and

laptops being the most utilized devices as our results suggest. Students spend an average

of 7 - 10 hours of screen time on a daily basis and students expressed their dissatisfaction

pertaining to the assistance offered by their university during online learning. 40% of the

respondents indicated that they suffer from poor time management, and more than half of

the respondents said they do not enjoy learning from home due to numerous challenges

encountered.

Distance learning during COVID-19 pandemic has placed nursing students in

immense stress, and induced exhaustion, The prevalence of lack of motivation occurs for

the following reasons 1.) health concerns in terms of exposure to extended periods of

time to blue light (devices screen); 2.) volume of activities and meeting deadlines;

3.) issues with poor connectivity where the home is not conducive for learning;

4.) difficulty in adjustment to the new normal; 5.) inadequate resources (internet

connection & devices); 6.) financial constraints; 7.) miscommunication & difficulty in

communication between student and instructors; 8.) perception of inadequacy in

experience in the clinical setting; 9.) isolation from friends and teachers; and 10.)

extended hours of online sessions.

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Given the current situation, students are expected to adapt to the new mode of

learning since they will have full control of their own learning and it is of considerable

convenience to them as they will have enough time to study, and they do not have to

travel.

They will attend classes via virtual classrooms at the comforts of their homes and

that students are expected to be resourceful and have initiative to take immediate actions

that will help lessen their struggles during online learning.

After analyzing different articles that are related to our study, we have concluded

that academic stress and severe exhaustion of nursing students are caused by the rapid

transition of the educational system that they are currently in. Academic stress does not

only affect a student’s mental health but also other aspects such as physical, social,

emotional, and spiritual dimensions of their daily living.

Thus, this study was conducted to explore the lived experiences and coping

mechanisms of nursing students of the University of San Agustin during the new normal

and distance learning.

Statement of the Problem

This study explored the lived experiences and coping strategies of nursing

students of the University of San Agustin towards online learning.

Specifically, this study aimed to answer the following questions:

1. What are the lived experiences of nursing students towards online learning in

terms of, Physical dimension, Emotional dimension, Social dimension and Spiritual

dimension?
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2. What are the coping strategies used by the nursing students towards online

learning, is it problem focused coping or emotion focused coping?

Theoretical Perspective

The utilization of nursing theory as a framework in research is essential to

knowledge development, and promotes theory–based nursing practice (Jennings, 2017).

Over the past 50 years, the Roy Adaptation Model (RAM) has been used to guide

interdisciplinary education, knowledge development, practice, and research. As defined

by Roy, Adaptation is the “process and outcome whereby thinking and feeling persons as

individuals or in groups use conscious awareness and choice to create human and

environmental integration,” and this conscious awareness is called internal process and

manifested in the four adaptive modes. The goal of nursing is to aid, enable and foster

successful adaptation, thus contributing to health, quality of life, and dying with dignity.

Roy conceptualizes the person in a holistic perspective. Individual aspects of

parts act together to form a unified being. Additionally, as living systems, persons are in

constant interaction with their environments. Between the system and the environment

occurs an exchange of information, matter, and energy. Characteristics of a system

include inputs, outputs, controls, and feedback. (Gonzalo, 2019). Roy defined a person as

“Human systems have thinking and feeling capacities, rooted in consciousness and

meaning, by which they adjust effectively to changes in the environment and, in turn,

affect the environment.” Based on Roy, humans are holistic beings that are in constant

interaction with their environment. Humans use a system of adaptation, both innate and

acquired, to respond to the environmental stimuli they experience. Human systems can be

individuals or groups, such as families, organizations, and the whole global community.
 6

The theory (RAM) was framed around Four Adaptive Modes namely

physiological-physical, self - concept, role function and interdependence. The first mode,

physiological - physical mode means that it is the manner to which the person responds to

the stimuli coming from the environment. It’s the body’s attempt to adapt via regulation

of our bodily processes, including neurochemical and endocrine systems. Second

adaptive mode, the self - concept means that in this mode, the goal of coping is to have a

sense of unity, meaning the purposefulness in the universe, as well as a sense of identity

integrity. This includes body image and self-ideals. The third adaptive mode, role

function refers to the primary, secondary and tertiary roles that a person occupies in

society and knowing where he or she stands as a member of society. And lastly the fourth

adaptive mode, interdependence which means attention is given in attaining relational

integrity through the giving and receiving of love, respect, and value.

The adaptive modes stipulated in Roy’s theory are reflected in the independent variable

of this study; Lived experiences. The following adaptive modes are related to the four

dimensions of the lived experiences of nursing students towards online learning.

In relation to this study, the first adaptive mode is related to the physical

dimension of the nursing student towards their online learning and it describes the

physiologic - physical needs of a nursing student making use of an online learning

environment, which were, nutrition, elimination, activity rest and protection. These needs

may not be attained due to rapid change in the educational setup shifting from the

conventional face to face and which one is present in university premises to attend and

participate in their learning’s to home and residential confinement and resulted in the

inability of some to adapt which had compromised different aspects of their lives. In
 7

order to achieve physiological integrity, a nursing student employed in an online learning

environment, should pay more attention and importance to their nutrition, activity and

rest patterns in order to promote quality life and prevent unwanted infirmity. In

promoting a healthy lifestyle, one must be physically active and rest patterns should be

adequate. Whenever a student is having online classes prolonged exposure to computer

screens and other electronic devices and extended periods of sitting and poor positioning

can pose significant threats to health therefore the need for extra precaution and screen

time management should be monitored and maintained. The unprecedented changes in

the physical aspect of the nursing student in connection to the new educational set up

may provide it difficult for the nursing student to swiftly transition.

The second adoptive mode (self - concept) described the moral ethical spiritual

aspect and is related to the spiritual dimension of the lived experiences of the nursing

student towards their online learning. Nursing Students during this time of pandemic due

to COVID - 19 have experienced difficult and numerous challenges and trials that tested

their strength and trust in God. The goal of coping for Self-Concept Group Identity Mode

is to achieve a sense of unity, meaning the purposefulness in the universe, as well as a

sense of identity integrity. This includes body image and self-ideals. This can be achieved

if they have a close relationship with God through prayers however, due to restrictions

and government guidelines and the implementations of precautionary measures to contain

the spread of virus, limitations are enacted which would include going to church to attend

a mass, worship sessions, rites and among others. A good spiritual interaction with God

will lead the nursing student to obtain a proper mindset and strong will to cope with their
 8

present situation and help them to be resilient and stronger in confronting impediments in

life through faith in God.

Third, role function mode is connected to the social dimension of the lived

experiences of nursing student towards their online learning, this mode focuses on the

primary, secondary, and tertiary roles that a nursing student occupies in society and

knowing where he or she stands as a member of society. This describes the adjustment in

the sudden shift of routine following a total change in environment and approach to

education experienced by nursing students. In order to attain the goal of this mode

nursing students should have a constant interaction with their families, friends and

significant others and the community members. This will help them resume their role and

gain a sense of belongingness. They should allow themselves to realize that they are not

alone and that they would open their minds to be enlightened with the help of the people

they hold dear to them, despite the situation where face to face schooling is prohibited

still, they are part of society.

Lastly, the fourth adaptive mode is Interdependence adaptive mode. This mode

focuses on attaining relational integrity through the giving and receiving of love, respect

and value. This mode is related to the emotional dimension of the lived experiences of the

nursing student towards their online learning. This primarily gives attention to the

nursing students attaining relational integrity through giving and receiving of love,

respect and value. This is achieved with effective communication and relations.

Definition of Terms

To assist the readers in understanding the research at hand, the following terms

have been defined conceptually and operationally.

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Lived Experience. Experience is defined as the realities of human existence

including the mental, emotional, spiritual and physical characteristics of human life

(Spacey, 2018).

Lived experiences in this study are classified into four different dimensions

namely physical, emotional, social and spiritual in direct relation to online learning of

nursing students.

Physical Dimension. refers to the state of the body, and its ability to function. It

refers to the aspects that are essential for keeping the body in the best condition (Rajeev,

2011)

Operationally, physical dimension pertains to the state of the body of a nursing

student and the ability to function in an online learning environment

Emotional Dimension. It refers to the feeling, or effect that can involve

physiological arousal, conscious experiences, and behavioral expression. (Santrock, 2003)

Operationally, emotional dimension pertains to what a nursing student thinks and

feels and the sense of well-being while in an online learning environment.

Social Dimension. It refers to interaction with others, developing healthy

relationships or friendships, adapting to social situations, social bonds, and support

(Debbie 2008)

Operationally, social dimension pertains to the exchanges of interactions of a

nursing students towards the people around him/her and the environment while in an

online learning environment.

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Spiritual Dimension. It involves the recognition of a feeling or sense or belief

that there is something greater whole of which we are part is cosmic or divine in nature.

(Spencer 2012)

Operationally, spiritual dimension pertains to the nursing student’s ability to

experience and integrate meaning and purpose in life through a belief or faith in a greater

power of divine being while in an online learning environment

Coping strategies. These are the strategies people often use in the face of stress

and / or trauma to help manage painful or difficult emotion (Cramer, 2015).

In this study, coping strategies are the responses madeby nursing students in

relation to their lived experiences in online learning. It is the participant's reaction to his

or her situation regarding online learning. It is the also conscious effort of a nursing

student to solve personal and interpersonal problems, in order to try to master, minimize

or tolerate stress and conflict. It may be classified into problem focused coping or

emotion focused coping.

Problem Focused Coping. This targets the causes of stress in practical ways

which tackles the problem or stressful situation that is causing stress, consequently

directly reducing the stress. (Lazarus, R. S., & Folkman, S. 1984)

Emotion Focused Coping. This a type of stress management that attempts to

reduce negative emotional responses associated with stress. (Lazarus, R. S., & Folkman,

S. 1984)

Online Learning. This is a form of education where students use their home

computers through the internet (Friedman, 2019).

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Online learning is defined operationally in study as the mode of instruction

adopted by the College of Health and Allied Medical Professions (CHAMP) for its

continuity Plan in transition to Flexible Learning as response to COVID - 19 Pandemic,

which commenced last September 07, 2020. (College of Health and Allied Medical

Professions, 2020

Significance of the Study

This study and its findings will prove useful and beneficial to the following

entities:

Nursing Students. The direct recipients of the findings of this study are the

nursing college students of the University of San Agustin to help them address their own

experiences and their coping mechanism towards online learning. From the findings and

results, they could identify the coping mechanism they can use in order to cope with and

adjust in their academic life which may yield to effective online learning.

Clinical Instructors. The results of this study will serve as an eye opener to the

teachers and/or professors on how they can effectively apply the new educational system

that can help students to have quality learning experiences. This will also serve as a basis

on how they can design educational approaches that can help their students reinforce their

own learningy through identifying coping mechanisms effective in dealing with life in

online school. This will help the teachers to be more understanding and considerate to

their students’ situation in order to give their students the quality, responsive, and

relevant education. This could also bridge the gap and foster a good relationship between

teachers and the students.

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Parents. The research study will benefit the parents of nursing students because

they will be made aware of the current academic situation of their children, the

experiences and hardships they go through. This way, they would be able to help teach

their children how to handle challenges, give full support and be more understanding of

their children’s concerns on online school.

University Administrators. The study will be an instrumental source of rich

information pertaining to the situation of nursing students in an online learning

environment. The study will prove beneficial to the University’s administrators as they

can gauge their academic plan with consideration of the results of the study. furthermore,

it will also help them assess the efficacy of the current strategies used in nursing

education.

Future Researchers. This study will serve as a basis to other researchers who

wanted to identify different coping strategies and lived experiences of students in other

fields involved in online class. This way, they will have a large scope for developing and

establishing different coping strategies that could help the students in the future.

Scope and Limitations

This is a qualitative type of research that sought to answer questions about real-

life situations which mainly focused on lived experiences and coping strategies of nursing

students. A guided interview of open - ended questions with the participants was carried.

The participants involved in this study were 12 nursing students who were willing to

participate. Employing a rigorous selection process there were 12 participants chosen

until the data has been saturated.

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They were be purposively selected and leveled on the set criteria stipulated in this

study. The participation of the participants were purely voluntary and that they were free

from any form of force or coercion. We employed a content analysis method to obtain

valid inferences from the data. The data gathered were categorized, analyzed and

interpreted.
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REVIEW OF RELATED LITERATURE AND STUDIES

This section presents literature and studies relevant to the lived experiences and

coping strategies of nursing students towards online learning. Included in this chapter are

(1) Lived experiences in Four dimensions (a) Physical (b) Emotional (c) Social d)

Spiritual (2) Coping Responses.

Lived Experiences

Lived experiences is a representation and understanding of the research subject's

human experiences, choices, and options and how those factors influence one's

perception of knowledge. It responds not only to people's experiences, but also to how

people live through and respond to those experiences. Lived experience seeks to

understand the distinctions between lives and experiences and tries to understand why

some experiences are privileged over others. The lived experiences are not just defined as

a person who has lived and experienced or witnessed different events in their lives, but it

also pertains to a person’s journey towards something, the challenges and struggles faced

on a daily basis as well as the thoughts and perspectives that were generated over a period

of time.

As COVID-19 pandemic impacts on global changes, nursing education has been

especially challenged by using online learning for nursing students. The adaptation of

online learning has posed challenges to nursing instructors and nursing students to take

into account significant factors to overcome barriers during the changes. The biggest

challenge faced during this crisis is how to adopt a response and manage nursing

education based on the standards of nursing education. An online learning program was
 15

considered as a first choice to solve the issue during this crisis. Online learning would be

appropriate due to flexibility, convenience, interactive learning experiences, and

advancement opportunities for nursing education, including serving the international and

national policies that recommend making a decision on social distancing and

personalized protection ( Thojampa & Klankhajhon, 2020 ).

Nursing students’ stress in confronting the clinical environment affects their

general health and disturbs their learning processes. According to one study, stress is one

of these students’ experiences in the clinical environment. In Changiz et al.’s (2012)

study, it was revealed that the causes of nursing students’ stress in the clinical

environment fall into three types of stress. These are stresses due to 1.) the educational

plan, 2.) the educational environment, & 3.) factors concerning the students.

Bernard et al. (2014) concludes that the element of technology integration in

blended learning courses seems to lead to very low, though significant improvement in

student achievement – particularly when technology yields cognitive support (e.g.,

simulations) or facilitates student interaction (i.e., with other students, content and

teachers).

An inferiority complex is another challenge mentioned by the students

participating in the study. Adequate self-confidence is one of a nursing students’

requirements in providing good care. In Joolaee et al.’s (2015) study, lack of self-

confidence has been referred to as a major cause of fear and anxiety in nursing students.

The researcher demonstrated in his study that lack of self-confidence also disturbs

communication in nursing students. Moreover, having adequate self-confidence for care-

giving is one of the most important factors affecting the students’ learning.
 16

Wattakiecharoen et al. (2013) found in their study that, the mean score of students

who are ready for e-Learning is high and as the analysis of each aspect is high, whereas

technology acceptance is the highest and the motivation average score was the lowest.

This was in agreement with the findings of the current study in which the majority of

nursing students demonstrated total high score level of e-Learning readiness. Looking

through each sub-scale, the average score was high, especially; Technology Acceptance’s

average score was the highest while the Motivation average score was the lowest. This

also may be due to the availability of computer, cell phone, and internet in their home and

using it in searching and chatting. Also, introduction of computer courses in preparatory

and secondary school may be contributing factors. In addition, the more experience a

student has in using basic computer skills (use of networks, word processing and other

software applications, ability to upload and download files use of the world wide web and

email, accessing online library and other resource databases, and experience with online

forums and other discussion applications), the more ready they are to take an online

course. Other foundational requirements include access to a stable Internet connection

and dependable computer and printer.

Additionally, the findings of the Tibi, supported the present study findings Also

current study findings partially supported with Coopasami and Knight, 2014 findings,

they had conducted study to assess the readiness of nursing students to make the shift

from traditional learning to the technological culture of e-Learning. They found the

following: the psychological readiness score was noted to be high in the “could be worse”

category (pre -72%, post - 64%). The technological readiness score was noted to be in the
 17

“dig deeper” category (pre - 58%, post - 65%) whilst the equipment readiness score fell

in the e-Learning “not ready category” (pre - and post - 68%).

Bacow et al. (2012) reported that relatively few postsecondary institutions believe

online education reduces their costs, but in fact, they believe the per capita cost of

providing online courses is substantially higher than providing traditional classroom

courses. This viewpoint is based primarily on the significant startup costs for new

technology, course design, and instructor training, as well as the reoccurring maintenance,

upgrades, and faculty expenses (Bacow et al., 2012).

Ping-Huang et. al. (2012) stated that students’ learning is hindered by teachers’

unclear and non-useful feedback or teaching without a respectful attitude. Poor student

clinical teacher relationships could push students to lose interest in learning and to lose a

supportive resource in the clinical setting. Proper feedback can offer insight into students’

clinical learning, thus improving their learning and performance and helping them fit into

the setting.

Nabolsi et. al. (2012) says in her study that students need the continuous support

of their instructors or preceptors. Students were concerned about the manner in which

faculty staff interacted with them, believing themselves to be worthy of respectful

treatment.

The findings of Henderson, Cooke, Creedy and Walker (2012) states that

individualized supervision facilitates learning on the premise that one to one relationship

with the mentor or preceptor allows students to express about their learning experiences

and feelings in the practice thus leading to self-confidence, promote role socialization,

professional development and independence thereby attain clinical competency.

 18

In education, as in health and economics, COVID-19 has disproportionately

affected the poorest communities and layered one inequity over another. Across the globe,

poor children are least likely to have access to technology and the Internet. They are more

likely to share technology; use it for entertainment purposes versus academics; and

consume versus produce content. Students from poor families are less likely to seek and

receive help on schoolwork; less likely to participate in online learning; and less likely to

use computers for critical thinking (Burns, 2020).

In a similar study by (Adnan & Anwar, 2020) their findings suggested that online

learning cannot produce desired results in underdeveloped countries like Pakistan, where

a vast majority of students are unable to access the internet due to technical as well as

monetary issues. The lack of face-to-face interaction with the instructor, response time

and absence of traditional classroom socialization were among some other issues

highlighted by higher education students.

A study from Issues and Challenges in Open and Distance e-Learning:

Perspectives from the Philippines as (Arinto, 2016) has noted, the enhancement of “old

models of distance education by taking advantage of the e-learning environment” is just

as challenging as the adoption of online learning by conventional institutions because

“the institutional infrastructures and learning/teaching support function which, in the past,

complemented the individual academic’s expertise and served to create a comprehensive

high quality learning environment for distance learners” might also now constrain

innovative practice by distance educators.

A local study from Malayan Colleges in Mindanao last 2020, students were given

the option to enrol whether fully online, blended learning or remote learning. They were
 19

also given the option to enrol under Batch A or Batch B depending on their current status

and learning availability. While problems with gadget provision and internet access are

an expected problem, one struggle that is present on the side-lines of this situation is the

psychological struggle and online remote learning is undeniably difficult both for the

teachers and the students. For older teachers, they need to learn the technology fast. For

some students, they need to understand the lesson and be more diligent in their individual

studying schedules to get most of the subjects.

However, although the closing of schools does still have a silver lining

particularly being adjusted into a home-based program where students are still able to

learn, what should be taken into consideration is that students who are less privileged,

who experience difficulties and those who have poor coping mechanisms are the true

sufferers of this adjustment. They should still be involved and actively participate in an

online class to catch up with the lessons given to them but those who have no access to

any device, have a poor internet connection and those who struggle to cope up with the

situation will be having a difficult time maintaining the quality of their education. Due to

these factors, they will struggle academically, and it will be hard for the students to fully

adjust with this type of learning not until the COVID-19 has been eradicated.

Physical

Online learning has forced students as well as teachers to make a rapid change in

their daily routine. Although video calls during virtual classes work well to replace each

period of classes, they still have a large effect on students' health. This transition in the

academic performances of students has suddenly become a turning point in their lives. It

turned out to be a major challenge for the students because there is lack of physical
 20

interaction between their teachers and fellow students which would probably also affect

their mental stability.

Online education provides potential opportunities to open up new markets for

higher education institutions. Many adult learners may enjoy the flexibility when they

have to balance work, study, and family responsibilities. The wide range of various

technology advancement used by universities’ online programs may enhance the

interaction between students and instructors, and among students at large (Bell &

Fedeman, 2013). In addition, the nature of the anonymity in the online environment may

allow more students, who otherwise do not want to attend face-to-face classes because of

their shy personality, to participate in online education where they do not physically see

each other. Finally, the upgraded technology and software may allow instructors, students,

and university administrators to collect data, feedback, and evaluation regarding their

online experiences (Bell & Fedeman, 2013).

Online learning presents a major risk on physical health, otherwise known as

functional health which results in a trend away from active leisure pursuits and

recreational sports and leading us towards a sedentary lifestyle (Wang, Luo, Gao, &

Kong, 2012).

Spending more time on the computer presents a major risk to our physical and

mental health, resulting in a trend away from active leisure pursuits and recreational

sports and leading us towards sedentary entertainment such as television, video games,

and computers (University of Minnesota, 2007; Wang et al., 2012). This sedentary

behaviour is associated with many health risks such as cardiovascular disease, the leading

causes of death in the United States. Other issues sedentary lifestyles may cause include
 21

premature death, diseases such as stroke, some cancers, type 2 diabetes, osteoporosis, and

depression (Chomistrek et al., 2013; Fishman et al., 2016; Garber, et al., 2011;

Katzmarzyk, 2016; Schmid, Ricci, Baumeister, & Leitzmann, 2016; USDHHS, 2008).

A physically active lifestyle is currently defined as a minimum of 150 minutes of

cardiovascular exercise and two days of strength training a week (American College of

Sports Medicine, 2011; USDHHS, 2008). The benefits of increased physical activity

include a reduced health risk. Many experts agree that some physical activity is better

than none (ACSM, 2011; Chomistrek et al., 2013; Dietary Guidlines for Americans, 2015;

Fishman et al., 2016, Katzmarzyk, 2016, Schmid et al., 2016, USDHHS, 2008). College

students who have better health are more likely to complete a degree, but it is unclear

whether time on the computer has a negative impact on health. We know that physical

inactivity or sedentary behavior is the number two risk factor for a variety of diseases and

general health. Therefore, the effect on functional health needs to be examined in

students taking online courses.

Another factor that could have had a negative effect on the results of this study

are the instructors experience with online learning. Frustrations with the type of learning

or the environment in which the students were completing their coursework may have

had a negative impact (Moore et al., 2011; Lim et al., 2007)). Maybe different questions

or additional questions should be asked about the instruction of the online course and the

environment in which it was completed in.

Research suggests adding prompts to reduce sitting time while on the computer

may have a positive influence on health. The results of adding prompts in a worksite

situation to remind individuals to take a 1-minute break from sitting every 30 minutes,
 22

reduced the number of and time spent in, prolonged uninterrupted sitting periods. (Evans

et al., 2012). There is also research suggesting instructor experience in designing online

learning may impact both learning outcomes and student satisfaction (Lim, Morris, &

Kupritz, 2007). It may be important to also encourage the instructors teaching in online

programs to include prompts for physical activity in any assignment requiring extended

periods of time in front of the computer (Evans et al., 2012).

Emotional

Online courses are known for the convenience and flexibility of allowing students

to complete their coursework on their own schedule. With that freedom, though, comes a

trade-off. Online college students don’t have to attend a physical class, but they don’t

have the opportunity for face-to-face interactions with their instructors and fellow

students, either.

Many students find that learning isn’t just an intellectual activity, but a social one

and that explains why a number of students report missing in-person interaction with

their instructors. They may also miss face-to-face interactions with fellow students. For

some students, this lack of social interaction and the accompanying need to be self-

motivated to get their work done can lead to feelings of isolation. For many students, not

having enough interaction with professors and peers is among the biggest challenges of

studying online and passing their courses.

You might expect that the lack of socialization would affect online students

exclusively. After all, students of traditional college degree programs still meet with their

instructors and fellow students face-to-face each week. However, even with this

opportunity for interaction, students aren’t necessarily better off socially just because
 23

they set foot on a physical college campus. Today’s college freshmen spend less time

socializing and more time studying (alone), and that has led to an “all-time low” in

students’ emotional health.

According to Akhu-Zaheya, Shaban, & Khater, (2015). Academic stress is the

main source of stress faced by nursing students. The factors leading to academic stress

are preparation for exams, receiving negative feedback from teachers in the clinical

environment, passing theoretical exams or assessments, dissatisfaction with instructional

methods, uncertainty about content and curriculum, gaps between theory and practice and

lack of guidance from teachers. Moreover, other academic stress factors such as poor

communication among teacher and nursing students and lack of support in their study

was viewed as crucial and expected to increase the feelings of frustration and

dissatisfaction among nursing students (Blomberg et al., 2014).

Stress related to studies, work, and social interaction was especially prevalent in

students majoring in nursing. Nursing students are plagued by heavy course loads,

clinical experience, and other responsibilities. The rigorous course load includes a

plethora of daunting deadlines, exams, and expectations. (McCarthy et al., 2017).

According to (Markus, 2019) Online learning has become widely accepted and is seen as

an important method that can address on-campus learning constraints, especially in

higher education. The adoption of learning technologies typically depends on the values

associated with technology and the perceived ease of use. It can be concluded that the

emotional experiences of students have an effect on their use of learning technology,

among other factors. While research on emotions in technology-supported learning

environments has increased in recent years, the question of how online learning
 24

environments are perceived emotionally by students and how these emotions are

influenced by technology acceptance has not yet been addressed in more detail. Up to

now, only a limited number of studies have focused on university student emotions and

technology acceptance, especially in teacher education.

Learning online nowadays has been growing as a mainstream educational

approach ‘maximizing access to and interactions with various knowledge sources’ (Lee,

2002) including contents and human resources using the Internet.

Learners typically feel unprepared to deal with the social and communication

skills required of online learning (Ng, 2001), and experience feeling of ‘impersonal and

unfriendly, less emotional and more task-oriented or businesslike’ (Kreijns & Gerrissen,

1999) and various other negative emotions such as ‘ambiguity’, ‘frustration’, ‘alienation’,

‘confusion’, and ‘uneasiness’ in learning process.

E-learning tools have played a crucial role during this pandemic, helping schools

and universities facilitate student learning during the closure of universities and schools

(Subedi et al., 2020). Many students at home/living space have undergone psychological

and emotional distress and have been unable to engage productively. (Petrie, 2020).

The acceptance of learning technologies generally depends on technology related

beliefs and the perceived ease of use. It can be assumed that students' emotional

experiences, among other factors, have an impact on their use of learning technology. Up

to now, only a limited number of studies has focused on emotions and technology

acceptance of university students, especially in teacher education. Therefore, the purpose

of this study is to analyze students' technology acceptance and achievement emotions

 25

after participating in an online course (in comparison to an on-campus course) in teacher

education. (Melanie Stephan 2019)

However, the notion of affect, defined as the extent to which one can be

influenced and affected (Davidson, 2003; Gronlund, 2000), is much different from the

issue of emotion and its impact on learning—impact that may exist in all activities and

domains of learning (Gardner, Kornhaber, & Wake, 1996). To engage in education

innovation with no reference to emotion, and continue to assume learners are little more

than dispassionate thinkers, would be to miss a fundamental influence on education.

Given that emotions exist in the broader, comprehensive human experience

(Plutchick, 2003), they cannot be considered separate from the experience of the learning

environment (Brookfield, 2006; Lehman, 2006). Recently, there has been an increasing

focus on emotion and learning, which has been generally neglected in educational

research (Schutz & Lanehart, 2002; Pekrun, Goetz, Titz, & Perry, 2002; Dirkx, 2008;

Värlander, 2008). Moreover, Brookfield (2006) and Dirkx (2008) suggest that emotion is

often mistaken as a deterrent that impedes effective teaching and learning.

The study of O’Regan (2003) showed that students express their emotions in

relation to the various aspects of an online course such as design and organizational

issues (i.e., a lack of clear instructions), cognitive issues (i.e., learning materials, success),

social issues (during communicating), time management, or technology. Similarly,

Cleveland-Innes, Garrison, and Kinsel (2007) also found out that students disclosed

emotions in relation to the social, teaching, and cognitive presence in an online course.

Positive emotions included joy, enthusiasm, and excitement for the flexibility of

online learning, which were higher in intensity and frequency in earlier months; pride and
 26

contentment for fulfilling the course requirements; and surprise and excitement for the

emotional nature of online communication. Negative emotions included fear and anxiety

for the unknown mode of online learning and its demands (technology, time management,

structure); alienation and the need for connectedness, which emerged during the first

weeks of the course and when the students struggled to find satisfying ways of

communicating with their classmates and their instructor; and stress and guilt for the

inability to balance multiple roles and responsibilities, which is the most serious obstacle

that the students faced. They struggled to combine their professional, family, and social

life, which made it hard to cope with the numerous demands of the program. (Zembylas,

2008)

Students always live under the pressure to perform better than their peers. They

are continuously compared with siblings and other children/kids of their age by their

parents, teachers, friends, etc. This always leads to a situation making these children

confused and under constant pressure to perform better, achieve better grades, excel well

in extracurricular activities, take up hobby classes and what not. Many times, it has been

observed that parents put these undue pressures to satisfy their unmet needs which they

were not able to fulfill due to personal reasons. Teens nowadays experience peer pressure

of involving themselves in many activities apart from academic involvement, so that their

peers can welcome them in their groups. As students experience a high level of stress

arising from unprecedented academic pressure, most of them report experiencing low

self-esteem, a poor concentration that has its impact on their academic performance. The

perception of academic stress is creating a very negative impact on their well-being, their

decision to choose career options, sleeping difficulties, psychosomatic complaints,

 27

worrying about future, co-morbid conditions like anxiety and depression, inability to

manage course workload, etc. (Bedewy and Gabriel, 2015; Acharya, 2003; Iqbal et al.,

2015).

Typically, nationwide, one in three teenagers has experienced clinically

significant anxiety in their lifetime. It's probable that during a pandemic that heavily

impacts everyday life, levels of anxiety in children and teens are even higher, and the

possibility of subsequent trauma greater.

In these unprecedented times, teachers are rising to the occasion creatively and

quickly to shift to remote learning amidst school closures. Even in a traditional classroom,

it can be a challenge to support students with anxiety and trauma histories to stay calm

and learn. With distance learning, this difficulty is magnified. However, there is much

teachers can do to reduce anxiety in students even while teaching remotely. During this

crisis, we need to prioritize students' mental health over academics. The impact of trauma

can be life long, so what students learn during this time ultimately won't be as important

as whether they feel safe. (Merikangas et al., 2010).

The situation will get worse if they are prohibited from leaving the house without

outdoor activities and lack of interaction with their peers. Bored, stressed, afraid of being

exposed to viruses, the spread of false information (hoaxes), and worsening family

financial conditions can occur. The burden of online lecture tasks is one of the

contributing factors to students' stress levels, which requires them to use online media

that they have just learned and must immediately understand. This is reinforced by

research that found that public health emergencies can have many psychological effects
 28

on students, which can be expressed in the form of anxiety, fear, and anxiety (Sharp &

Theiler, 2018).

In the field of education, learning from home is implemented, carried out online,

and through Television Republik Indonesia (TVRI), which broadcasts educational

broadcasts simultaneously, every day, at every level of education. However, it cannot be

denied. Despite various progressive steps taken by the government to reduce transmission

of COVID-19, community fear will always be there, resulting in erratic behavior. One

study found that 16.5% reported symptoms of moderate to severe depression; 28.8% said

symptoms of moderate to severe anxiety, and 8.1% reported moderate to critical stress

levels. Furthermore, Wang found that in the first two weeks after the outbreak, women

reported experiencing higher stress, anxiety, and depression compared to men (Wang et

al., 2020).

Social

Students who have poor peer relationships struggle with developing competency

in a variety of different areas of their lives, including academia, while those with positive

relationships are more likely to thrive. In fact, studies have indicated that the act of just

interacting with other students can increase self-confidence and, in turn, increase their

academic achievement.

The academic environment provides individuals with the opportunity to form and

maintain friendships, acquire leadership skills, learn about conflict resolution and

cooperation, and develop positive self-concepts, in addition to enhancing academic

achievement. All of these lessons are learned through peer interaction. Early poor social

adjustment is shown to lead to academic struggles later on, a negative perception of the
 29

school environment, and even eventual academic failure (as cited in Schneider et al.,

2012). This opportunity to develop social skills is even more important for students with

disabilities and behavioural difficulties, with positive interactions leading to marked

increases in their motivation and performance. If students are participating in online

learning, then, they will experience distinctly less peer interaction, potentially leading to

poorer academic and social skills. (Schneider et al., 2012)

The world is rapidly evolving that necessitates constant adaptation to new

lifestyles. This persistent insecurity forces people to adjust to new circumstances on a

regular basis, resulting in changes that can be stressful. Individuals can use coping

strategies to handle and adjust to a new situation when faced with a threatening situation.

As a result, coping is described as the ability to confront and respond to stressful

situations, allowing people to react to attitudes, feelings, and emotions (Hirsch et al.,

2015).

Moreover, nursing students, according to the literature, are more vulnerable to

traumatic experiences than students in other courses because they are often involved in

conditions where they are responsible for the lives and welfare of patients. Therefore,

stress is something that is intrinsic to nursing, for both professionals and students, due to

the numerous demands and excessive workloads, the lack of sufficient support for the

everyday stresses faced in conducting their tasks, the ever-changing nature of the job, and

dealing with death, all of which lead to high levels of stress in the nursing profession

(Hirsch et al., 2015). Notably, for the majority of students, beginning university entails

learning how to handle their own activities. However, in some situations, this shift in the

social, family, and school setting can cause anxiety, which can lead to stress. The study
 30

suggested that changes in the social support network can lead to students withdrawing

and isolating themselves because they are unable to locate or accept the requisite social

support, leading them to engage in negative coping mechanisms such as defensiveness

and social isolation (Hirsch et al., 2015).

Another study conducted found out that social dimensions, suggesting that

nursing students must perceived better social health. The methods came up with having a

convenience sample of 547 nursing students from three countries, Philippines, Greece,

and Nigeria, participated in a study lasting 4 months. Each participant was 20 currently

enrolled as second through fourth-level nursing student, and first-year students were

excluded due to limited clinical experience. Data was collected using the self-reporting

scales, PSS and QOLES from the questionnaires, where the PSS was developed to

identify stress levels and stressors in nursing students during clinical training, while the

QOLES was designed to access QOL in nursing students. Descriptive statistics such as

means, frequencies, standard deviations, and percentages were gathered using the data

obtained. The overall PSS mean score for the three countries was 2.06 of a possible mean

score of 5. This data indicates that the nursing students experienced stress from

assignments and workloads, stress from taking care of patients, stress from the clinical

environment, and stress from faculty. The stress from assignments and workloads was

recorded the highest with a mean score of 2.46 and a standard deviation of 0.78, while the

lowest rated sub-scale was stress from taking care of patients with a mean score of 1.74

and a standard deviation of 0.88. This means that responders on average consider stress

from assignments and workloads as a more significant stressor than taking care of

patients. Quality of life dimensions according to country of origin were determined, and
 31

it was found that the mean score for each dimension revealed the social dimension

scoring the highest, while the physical dimension scored the lowest. The researchers in

this study found that QOL was rated high, specifically with social dimensions, suggesting

that nursing students perceived better social health (King, 2019).

On the other hand, a study linked the relationships between nursing students and

their clinical educators and nurses and medical staff as being difficult relationships based

on a lack of emotional or social support. Both teachers and mentors should be responsible

for the proper implementation of coping strategies as basic tools in the skills to be

acquired during their competencies in the clinic. The university faculty should not only

be aware of the stress levels of students, but also consider how they manage this stress,

i.e. whether they use appropriate and effective tools for coping with the same, as this will

be key in their development as a nurse. Getting to know the level of stress and/or anxiety

that is experienced by our students is important for determining which negative effects

should be changed in their behaviors to improve coping (Zafra et al., 2020).

In addition to that, nursing students of a University in Singapore reported that

talking about their negative emotions with their peers and positive reframing of their

negative circumstances were the most used strategies when facing perceived stress such

strategies would be framed within the domains of social support and/or expression of

emotion (Zafra et al., 2020).

More recent studies completed using the CoI framework have been to identify

specific indicators of each of the presences. It was seen in another study’s literature that

Social presence categories or dimensions have been identified as affective or emotional

expression, open communication, and group cohesion. These categories or dimensions of

 32

social presence have further been defined one of the literature in the study that affective

expression as the ability of online learners to project themselves through text-based

verbal behaviors with the use of para-language such as tone or pitch, self-disclosure,

humor, and other expressions of emotion and values; 2) Open communication as

indicated by the provision of a risk-free learning climate in which participants trust one

another enough to reveal themselves; 3) Group cohesion as indicated by the development

of group identity and the ability of participants in the learning community to collaborate

meaningfully. (Schyndel, 2015).

One of the study utilizes Semi-structured interviews were given to students

enrolled in every academic year of the Nursing Degree, and nurses who were enrolled in

the Master’s programs at two public universities. A maximum variation sampling was

performed, and an inductive thematic analysis was conducted. It shows that the semi-

structured interview is normally based on a script, where the subject matter and part of

the questions have been planned before starting, but it also offers the possibility of

changing or adding new questions as the interview and/or the research study moves

forward, with new interviews conducted. It is the most common type of interview utilized

in qualitative research on health. Data were collected from 25 March to 20 April 2020.

This was done in the first month as it the period of time with the greatest cognitive and

social impact on learning and to obtain results that could be used to support, or not, the

education measures that were utilized. All the interviews were individual and were

performed online through electronic resources after agreeing on a day and time. The

interviews were recorded and notes were made after each interview. The results show that

the outstandingly practical component of care in nursing education for their coping
 33

mechanism was the most emotional aspect from the social dimensions of the students.

The experiences found were differentiated according to the group of students, depending

if they had or not practice-based subjects during the education period affected by the state

of alarm, the proximity to ending their training as nurses, or if they were health

professionals who were conducting post-graduate studies (Morcillo et al., 2020).

Spiritual

Yet Kiessling (2010) points out that while student affairs values holistic student

development, practitioners fail to include spirituality in the process of student

development in a consistent way. Much of this could be due to the fact that spiritual

development is so hard to measure. But with the growing trend of assessment, faith-based

institutions that adhere to spiritually focused missions should be leaders in the

development of student spirituality assessment tools because when assessment is done

well, it allows for continual improvement in order to create a better environment for

student learning and development (Cheng, 20011)

Bryant (2008) addressed the spiritual struggle for students in college. Students

may start to feel a disconnect for who they are when they struggle with things that were

always part of their identity, but now that they are in a new environment some of those

things may not reconcile anymore. Faith or spirituality is a great example of this. When

students grow up with faith always being there, that may be a struggle when they go to

college and need to decide if they want to keep that as part of their identity.

Some studies show that adjustment has a relationship with spirituality in

individuals. Spiritual, spiritual intelligence, and spiritual coping are known to be

positively correlated with adjustment (Taneja, 2017; Brar, 2017; Reynolds, Mrug,
 34

Hensler, Guion, & Madan-Swain, 2014). More specifically, spirituality is one of the

protective factors in dealing with new cultures so that it can alleviate acculturative stress,

psychological distress, and academic difficulties in college students (Mesidor & Sly,

2016). Spirituality in students can balance academic activities and other commitments

(76.1%), spirituality can encourage students to study harder (69.3%), spirituality is

believed to be able to support the achievement of academic success in students (55.8%),

spirituality it is known to make students focus more on their lectures (72.4%) (William &

Isaac, 2016).

This is in line with the results of research from Abdullah and Sulaiman (2014)

who found that individual beliefs in God become a support and strategy in adapting to a

new environment. The new environment experienced by freshmen students is a learning

environment. Freshmen students are required to be able to adapt to these new conditions,

both psychologically, socially and academically. The success of students to adjust to the

lecture environment can occur when the psychological condition of the student is also

able to adapt. One way to achieve this success is through spirituality. The experience of

daily spirituality is known to be able to reduce the existence of psychological problems in

students who make an adjustment in the classroom environment. When individuals

experience more daily spiritual experiences, psychological problems such as

psychological distress, anxiety, depression, over- identification will decrease (Lace &

Reliable, 2017; Ola, 2016; Akin & Akin, 2015). In addition to psychological adjustment,

freshmen students also need to adjust academically. The existence of differences in

academic processes in high schools and colleges certainly raises some academic

challenges for students. Abdullah and Sulaiman (2014) suggested that spiritual beliefs,
 35

especially the strength of God help individuals in facing academic challenges, such as

foreign academic systems, language differences, academic writing, and supervision.

Through spirituality, freshmen students can pass through the academic challenges they

experience, especially during the first year in college.

This is in line with research from Barmola (2016) who found that the spirituality

and motivation of students in higher education have a very significant positive correlation.

Spirituality is known to be able to awaken individuals to the meaning of life, one of

which is the importance of education. Furthermore, awareness of the importance of

education can motivate students to study (Barnola, 2016). In addition, activities related to

spirituality are known to balance low academic motivation in students (Butler-Barnes,

Williams, & Chavous, 2011). This proves that the experience of daily spirituality is

important for student academic motivation.

Coping Strategies

Coping mechanism of students is one of the most important strategies in surviving

this current situation because they are still expected to actively participate in online

learning to be able to catch up to the lectures and assignments required of them regardless

of the difficulties in their experiences. Coping is considered as a key variable in the

process of reducing or tolerating stress and in preventing psychological distress. Some

students adopt positive coping strategies such as seeking social support or using leisure

activities while others use maladaptive strategies like escape or avoidance to manage

stress. Other students tend to use poor coping mechanisms like ignoring the problem,

comfort eating and failure to seek help from others and other negative tendencies such as
 36

over-thinking can emerge due to the struggles they experience while they are in online

learning.

According to (Sheroun, et. al., 2020) in her study with her colleagues entitled: A

Study to Assess the Perceived Stress and Coping Strategies among B.Sc. Nursing

Students of Selected Colleges in Pune during COVID-19 Pandemic Lockdown, they said

that the most vulnerable group in terms of stress with the highest perceived stress scores

were fourth year students, followed by third-year students. Second-year students had the

lowest score. Furthermore, for the Coping Strategies Adopted by the students they

indicated that higher coping strategies score was seen in I year followed by III year and

least by IV-year participants.

In a study wherein they reviewed identified coping strategies employed by

nursing students during stressful events. Six studies reported problem solving strategies

as an approach in dealing with stress (AlZayyat & Al-Gamal, 2014c; Lo, 2002; Shaban et

al., 2012; Shukla et al., 2013; Wolf et al., 2015). For example, Jordanian nursing students

who were attending clinical practice in a mental health setting utilized problem-solving as

the main approach in coping with stress (Al-Zayyat & Al-Gamal, 2014c). Previous

clinical experiences of nursing students were seen by the authors as the main reason why

nursing students utilized this coping approach. A cross-sectional study was conducted by

Chen & Hung (2013) in 101 junior nursing students in Taiwan. Students revealed they

engaged in positive coping strategies through the use of a problem-solving approach.

Three studies reported the transference approach as the main strategy in dealing with

stress (Chan et al., 2009; Yamashita et al., 2012; Zhao et al., 2014). Chan et al. (2009)

reported that the most frequently utilized coping strategy in nursing students was
 37

transference such as performing exercises, watching movies, taking a shower and

sleeping. Authors argued that nursing students in the study may not have learned the

different types of coping strategies aside from the fact that this type of coping is easier

and more convenient.

Yamashita et al. (2012) found nursing students, when faced by stress, engaged in

the coping strategies such as sleeping, eating and talking to someone. Other remaining

studies reported a mixture of coping approaches such as praying, talking to relatives and

friends, ignoring their stress, crying and separating themselves from others (Bam et al.,

2015; Evans & Kelly, 2004; Reeve et al., 2013; Seyedfatemi et al., 2007). Few

determinants of coping were reported in the studies reviewed. For example, nursing

students in their senior level (Chan et al., 2009) and those with a high level of self-

efficacy (Zhao et al., 2014) tended to use a problem-solving approach. Use of an

avoidance method of coping was common in nursing students who experienced stress

from their teachers and staff nurses (Chan et al., 2009). In one study, high levels of self-

efficacy in nursing students influenced their frequency in using coping strategies (Zhao et

al., 2014).

EUA (2008), Geser (2007), Kauffman (2010), Van Dorp and Monteros (2010),

highlighted that stressful event will always be there for ODL students in educational

institutions. What students need to do is find ways in which they can cope and manage.

Swent in Buettner (1990) reported on the results of a study in the state of Oregon where

one thousand two hundred and forty five respondents reported the way they handled the

tensions and pressures of their tasks. The activities were divided into three major areas;
 38

physiological activities, cognitive and psychological activities and interpersonal and

organisational activities.

Activities of a physiological type were the most frequent stress-reduction

technique (65%). More than (85%) of these respondents used some form of exercise or

physical labour, (22%) of the respondents indicated coping strategies in the cognitive/

psychological area with more than half of these responses related to separating one’s

sense from one’s environment. The study found a low level (12%) of reported coping

responses characterised as interpersonal or organisational management skills. Swent

concluded that stress affects each individual differently and a variety of coping

techniques should be adapted to that individual.

Barley, Fillos, Kelly in Buettner (1990) in a study conducted in the mid-Atlantic

region examined exemplary conventional vocational students’ stress and how they coped.

They found that these students were more likely to use vocational / recreational skills

approaches to coping than physiological or sociopsychological approaches. The study

found that these students developed strong stress coping strategies through developed

skills. Diederick (1987) identified the significant issues, conflicts and experiences which

occurred during the time respondents underwent their first year at institutions. In his

study he found out that the subjects were able to cope with stressful events by using the

following strategies. They took things slowly, sought psycho-social support from the

system, learnt from mistakes, being organised, anticipating problems and kept a calendar.

The study also concluded that negative feelings amongst the subjects related to loss of

one’s previous support system. Recommendations in the study included lesser vice

programme opportunities for space and time to be away as important.

 39

While stress is gaining attention as an important subject of research in nursing

literature, coping strategies, as an important construct, has never been comprehensively

reviewed. The aims of this review were: (1) to identify the level of stress, its sources, and

(2) to explore coping methods used by student nurses during nursing education. This is a

systematic review of studies conducted from 2000 to 2015 on stress and coping strategies

in nursing students. CINAHL, MEDLINE, PsycINFO and PubMed were the primary

databases for the search of literature. Keywords including "stress", "coping strategy",

"nursing students" and "clinical practice" in 13 studies met the criteria.

Stress levels in nursing students range from moderate to high. Main stressors

identified included stress through the caring of patients, assignments and workloads, and

negative interactions with staff and faculty. Common coping strategies utilized by

nursing students included problem-solving strategies such as developing objectives to

resolve problems, adopting various strategies to solve problems, and finding the meaning

of stressful events. Nurse educators may consider the use of formulation and

implementation of empirically tested interventions to reduce stress while enhancing

coping skills.

According to Folkman and Lazarus, problem solving is one of the more effective

ways to deal with stress as it focuses on behaviors in order to manage or alter the problem.

Problem solving has been found to be the most utilized coping strategy in different

studies with nursing students despite the fact that these studies have used a measurement

scale for facing stress that is different to the one used in this study. In the current study,

the coping strategies most frequently used by students were problem-solving, followed by

social support and cognitive restructuring. In terms of the relationship between perceived
 40

stress and coping strategies, our findings indicate that among these three domains

(problem solving, cognitive restructuring and social support) an inverse correlation exists,

indicating that people who suffer less stress, will use these strategies more often.

Similarly, the positive correlation with the following domains shows how people with

greater stress have more anxiety trait and state and use strategies such as wishful thinking,

self-criticism, social withdrawal and problem avoidance. The results of this study showed

that the greatest predictor of perceived stress was anxiety trait. As for the domains or

strategies used to cope with stress, in our study, the use of certain strategies, such as

problem solving and cognitive restructuring, were considered to be predictors of less

stress, whereas the use of wishful thinking appeared as a predictive factor of greater

stress. Former studies using other coping tools found a positive relationship in terms of

protection regarding the student’s mental health, in those students who used an optimistic

strategy. In this sense, possibly, our study sample did not understand, culturally speaking,

what wishful thinking meant or they did not know of any strategies truly framed in this

state of optimism or illusion. This could be a protective factor in terms of mental health;

however, this may hamper optimal results in terms of reducing the stress they suffer.

Coping is established as a key variable in the process of reducing, minimizing or

tolerating stress and in preventing psychological distress (Dooley & Fitzgerald, 2015).

Coping is defined as cognitive and emotional attempts to deal with the internal or

external demands of the encountered situation. It is perceived as a process as opposed to a

trait or outcome. Higher education students cope in different ways with varying levels of

success. For a minority of students, the challenge is too great, and consequently they exit

their programs of study (Vàzquez, Otero, & Diàz, 2012). Some students adopt positive
 41

methods such as seeking social support or using leisure activities while others use

maladaptive strategies like escape/avoidance to manage stress. Other poor coping

mechanisms include: ignoring the problem, failure to seek help from others and escapism

through substance use. As a result, some students contemplate self-harm and suicide

especially the young people who do not seek help or talk about their problems.

A study conducted by Gore, Bloem, Patton, Ferguson, and Joseph (2014) on

coping strategies employed by distant students indicate that student use diverse coping

strategies including seeking social support and making changes to improve the stressful

situation. They also use escapism through substance use, comfort eating, or trying to

ignore stressful experiences. There is limited research from teacher education students’

perspectives on the strategies they use to cope with stress during their educational

programs. Some of the positive coping strategies identified by Gore et al. (2014) include

seeking support and using leisure activities. However, dysfunctional coping methods are

also reported which include taking out frustrations on children especially for the married

distant learning students.

The Department of Nursing, Faculty of Applied Medical Sciences, Tabuk

University, Saudi Arabia showed that the different coping strategies of the second-year

nursing students in University of Tabuk. As shown in the table that the items: “Listening

to music”, is the highest coping strategies utilized. The second coping strategy is

“Identifying with models of physicians who prioritize their quality of life. Followed by

“Studying the minimum needed to pass subjects”; and “Going out to dinner” respectively.

All of the above-mentioned items were rated as agree by the respondents which implies

that they have been utilizing these coping strategies to overcome their stresses. This can
 42

be corroborated with the qualitative study conducted among students wherein employing

non-physical and positive coping strategies was the most salient theme that emerged from

the data which included listening to music as an activity could deal with various

academic stresses in a relaxed manner According to the student’s response on the coping

strategies, the students seem to identify a model who prioritize their quality of life. This

can be corroborated in the study as cited by wherein it was noted that education has a

positive impact on professional identification for almost half of the students. Thus, the

empirical evidence is that identified a positive impact of education on students’ attitudes

and preferences. Moreover, the concept of professional identification is frequently used,

particularly in research on teacher education and nursing education, but without an

explicit and common definition.

They should not let those struggles and experiences hinder their education, as

much as possible; students must always be resourceful and have the initiative to take

immediate actions and generate effective coping strategies that will help lessen those

kinds of experiences during online learning. On the contrary, there are still students who

keep on facing difficult experiences and they are having a hard time in coping up with the

new normal situation.

According to Nazario, D. (2020) The Alliance of Concerned Teachers (ACT) said

that teachers share the same problems with students under the new learning modality.

The group said that the online class setup now being tried by schools pose various

concerns that need to be threshed out. Exposing the many problems of online learning

and expressing the frustrations of the youth over the modality, “was done in bad taste

peppered with expletives and put teachers in a bad light. Student difficulties in doing an
 43

online mode of learning are suggested to be caused by many factors such as house chores

and noise coming from different sources. It later highlighted some more concerns on the

online classes through a series of rants by the student directed at the teacher.

Researchers found conflicting findings about coping in nursing students (Gurkova

& Zeleniko, 2018; McCarthy et al., 2017). McCarthy et al. found that nursing students

adequately used positive coping mechanisms such as solving problems directly, which is

called approach coping (2017). However, Gurkova & Zeleniko defined positive coping as

receiving social support from peers, family, and significant others (2018). Other

researchers found that nursing students may cope with stress by avoiding the issue

(McCarthy et al., 2017). This is called avoidance coping and may include activities such

as procrastination, binge drinking and drug use (McCarthy et al., 2017). McCarthy et al.

(2017) found that nursing students (n=138) were willing to change their unhealthy coping

mechanisms once they were given an educational intervention that demonstrated methods

of healthier coping mechanisms. Researchers also found that experienced nursing

students reported having more stress than novice students (Gurkova & Zeleniko, 2018).

(Huang, Lei, Xu, Liu, & Yu, 2020) in their study (Emotional responses and

coping strategies in nurses and nursing students during Covid-19 outbreak: A

comparative study), with 804 participants, 430 of which are second year nursing students

their study found out that women showed more severe anxiety and fear than men.

Participants from cities exhibited these symptoms more than participants from rural areas,

however rural participants experienced more sadness than urban participants. The nearer

a COVID-19 zone is to the participants, the stronger the anxiety and anger.
 44

An increasing feeling of anxiety was felt by students in two separate private

universities in southern Philippines regarding getting the COVID-19 infection, however

there is still enough evidence suggesting use of mitigating practice measures to deal with

anxiety during this threat of global health security (Baloran, 2020).

Effective coping strategies help students to perform markedly better in regard to

their studies; coping strategies also aid in relieving students’ stress. Several researchers

found that the best and most useful coping strategies are problem solving, transference

(efforts to keep a positive attitude toward the stressful situation), and unrelenting

optimism (Bryan et al., 2016).

Synthesis

COVID-19 pandemic has forced the system of education to implement alternative

approaches, online learning became the answer to this change. Faced with hurdles and

difficulties online learning offers students the continuation of their studies bringing hope

in the pursuit of their education. Despite the benefits of this new modality, it is but

without flaw.

Academic stress is the main source of stress faced by nursing students. In a virtual

setting where face to face interaction is absent students are still able to learn, however

what should be taken into consideration is that students who are less privileged, who

experience difficulties and those who have poor coping mechanisms are the true sufferers

of this adjustment. They should still be involved and actively participate in an online

class to catch up with the lessons given to them but those who have no access to any

device, have a poor internet connection and those who struggle to cope up with the

situation will be having a difficult time maintaining the quality of their education. Due to
 45

these factors, they will struggle academically, and it will be difficult for the students to

fully adjust with this type of learning not until the COVID-19 has been eradicated.
 46

METHODS

This section of the study presents the research design, the participants of the study,

the data gathering instruments and procedures, the validity and reliability of the

instrument, the rigor of the study and the data analysis and interpretation.

Research Design

This study is a qualitative research utilizing descriptive-phenomenological

approach in order to discover the lived experiences and coping strategies of the nursing

students towards online learning.

The Descriptive Phenomenological Method provides the lived context of the

participant and does so focusing on his or her perspective without the use of deception

(Giorn, 2009). Furthermore, the method allows the researchers to keep the voice of the

participants in the research without abstracting their viewpoint out through analysis.

Rather, it is the subjective psychological perspective of the participant that captures our

interests as the researchers (Giorgi & Giorgi, 2003)

This study aimed to explore the lived experiences and coping strategies of the

nursing students towards online learning. As such, it is not only the reactions and

behaviours that are included in the data, but also the thoughts, impressions, feelings,

interpretations, and understandings of the participants' experiences were analyzed.

Through this approach, the researchers were able to closely focus on the specific data to

be analyzed in detail.

This phenomenological study explored the meaning of the lived experiences and

coping strategies of nursing students towards online learning.

 47

The Participants

The participants of the study are bone fide students of the University of San

Agustin pursuing an undergraduate course of Bachelor of Science in Nursing and

enrolled on the said course starting from academic year 2020 to present. They were

purposively selected through the pre-set criteria, 1) Nursing Student of the University of

San Agustin, 2) Willingness of the nursing student to participate and to be interviewed

and 3) Be able to share their lived experiences. 4.) male/female 5.) residence.

Inclusion criteria derived from the participants of the study were the nursing

students of the University of San Agustin. The selection of the participants was based on

the criteria. 1) currently under flexible learning education implemented by the University

of San Agustin, utilizing modalities such as online learning who are experiencing

difficulties due to the learning approach 2) age, 3) sex (male/female), 4.) either level I,

5.) level II, 6.) level III, & 7.) level V nursing students. The participants of this study

were 12 nursing students 3 from each year level.

Data Gathering Instrument

A set of guide questions for the actual interview were used to gather information

pertaining to lived experiences of nursing students towards online learning It was then

further subdivided into four dimensions, physical, emotional, social and spiritual. The

second part is about the coping strategies which involve questions that would elicit

whether the participants coping strategy falls under emotion focused coping or problem

focused coping.

An in-depth interview using a direct one on one and focused group discussion

virtual video conferencing via google meet and zoom meeting were utilized as means of
 48

gathering information from the participants. The meeting was digitally recorded

throughout the activity, including audio and video inputs and outputs respectively.

Questions regarding the lived experiences of nursing students towards online learning

were asked among the participants using an interview guide, a researcher-made and

expert-validated open-ended of questions in order to expand their thoughts and

experiences. Follow-up questions were administered to explore more about the

participants.

Data Collection and Procedure

A letter written by the researchers, noted by the research adviser, and approved by

the Dean of the College of Health and Allied Medical Professions of the University of

San Agustin to the Nursing Program of the College of Health and Allied Medical

Professions of the University of San Agustin was used to ask permission and to help in

the conduct of the study. The letter contained the purpose in undertaking the study,

information to be gathered, and the participants of the study. Upon approval of the letter,

the researchers proceeded to gather the data for the study from the nursing students

through a virtual conferencing via google meet and zoom meeting interview. Before

administering the data gathering instrument, the researchers had secured the verbal

permission of the nursing student to participate in the study beforehand.

Considering the current situation of the country with COVID - 19 and by abiding

to various government and academic related guidelines and protocols, all activities and

procedures geared towards the accomplishment of this study were done free of physical

contact and were carried out via online utilizing technologies that are convenient and

appropriate to our intended participants. Through this, the researchers can ensure the
 49

safety and protection of our participants paying particular importance to their wellness by

preventing physical harm.

The researchers sent an email to the participant containing the letter of informed

consent. The researchers explained to the participants the purpose of the study, the data

to be gathered, and were assured of the confidentiality of the information they provided.

Also, the data gathered though phone call, google meet and zoom meeting were used for

research purposes only.

The participant was requested to send back the letter of consent to which his/her

electronic signature was attached therein. The nursing students has given their consent to

join the study there after the interview commenced.

The participants were oriented prior to the interview schedule, a dry run was

conducted to facilitate familiarity and comfortability for the participants’ part. They were

introduced of the sequencing of the activity, the questions which will be asked of them

and how many times they will be asked. The participants were divided into two groups,

the first group for focused grouped discussion was composed of 6 nursing student

facilitated by three researchers. The activity lasted for 1 hour and 45 minutes. When the

gathered information was deemed sufficient to answer the research objectives.

The second group underwent a one on one in depth interview with the researcher.

This group was composed of 6 participants. It was a one is to ratio. The interview lasted

between 35 minutes to 1 hour when the gathered information was deemed sufficient to

answer the research objectives. In an event that the researchers found the collected data

was insufficient, the researcher made a request for another meeting from the participants

in order to complete the data while paying consideration to the availability and
 50

convenience of the participants. In an event that the participants had queries and

questions related to their participation and needed assistance, the researchers provided

them with their contact details specifically the mobile number and email address found

on the informed consent form.

In case when the researchers finds the situation to have inflicted physical,

emotional and or psychological disturbances towards the participants, the researchers

shall take action and refer it immediately to rightful authorities to secure the safety and

well-being of the participants.

Confidentiality, Informed Consent and Ethical Considerations

Before the study was conducted, a consent form was be given and thoroughly

explained to each participant stating the purpose of the study. They were also informed of

the benefits that come along with their participation. They were assured of strict

confidentiality of the data throughout the study, in which any information provided will

not be publicly reported in a manner that would reveal their identities as the participants

of the study. The information gathered throughout the study were solely used for

academic research purposes only. It was stated thereafter in the informed consent that

their participation is purely voluntary and that it will be free of any form of force or

coercion. In an event that the participants expresses to discontinue their participation in

the study, he/she can do so freely without any negative repercussion entailed to him/her.

Each of them was made to sign the consent form and was given a copy.

Furthermore, it was explained that their participation is completely voluntary and

in an event that they wish to withdraw from the study whenever they feel threatened with

their personal integrity, they can do so without prejudice and any complications. The
 51

welfare of the participant were protected throughout the study, and they were treated with

dignity and respect. Pseudonyms were utilized in order to protect and maintain the

identity of the participants.

The data gathered will be deliberately destroyed, discarded and permanently

deleted 8 months after they had been elicited from the participants. No other copies in

print or digital form of the said data will be produced other than the original copy which

is in possession of the researchers. Through this the confidentiality of the participants is

ensured, and maintained respected and protected. Moreover, all data were stored and

secured in a file encrypted with a password accessible only to the researchers.

Rigor and Trustworthiness in Qualitative Research

To establish trustworthiness in the study, Lincoln and Guba's (1985) criteria were

employed for judging the soundness of qualitative research. This includes credibility,

transferability, confirmability, and dependability.

Credibility involves establishing the results of the qualitative research will be

credible and believable from the perspective of the participants in the research. It

understands the phenomena of interest from the participant's eyes and the participants can

legitimately judge the credibility of the results. The participants will be interviewed so

that they could agree or disagree in the researcher's findings.

In addition, credibility was built through prolonged engagement wherein the

researcher developed a close familiarity with participants as they live in their natural

setting (in their homes). The researcher was able to build rapport and persistent

observation to the participants prior to the conduct of the actual interview. According to

Bitsch (2005) and Krefting (1991) peer examination helps the researcher to be honest to
 52

his/her study and also peers contribute to researcher's deeper reflexive analysis. In

addition, faculties of the College of Health and Allied Medical Professions - Nursing

Program helped to identify the categories that were out of the framework of research

questions and the negative cases. Triangulation was carried out to check the consistency

of the findings generated by different data collection method such as conversation with

the participants at different points of time, conducting an interview in a public and private

place, comparing participants with different views.

Transferability refers to the degree to which the results of qualitative research

can be generalized or transferred the results to other contexts or settings. From the

qualitative perspective, transferability is primarily the responsibility of the one doing a

thorough job of describing the research context and assuming that were central to the

research.

Thick description is described by Lincoln and Guba (1985) as a way of achieving

a type of external validity. It refers to the detailed account of field experiences in which

the researcher makes explicit the patterns of cultural and social relationships and put

them in context (Holloway, 1977) by describing a phenomenon in sufficient detail one

can begin to evaluate the extent to which the conclusions drawn are transferable to time,

settings, situations and people In this study, the data was assessed for its generalizability

by checking the findings with group of similar informants who have no participation in

the study.

Confirmability refers to the degree to which the results could be confirmed or

corroborated by others. There are a number of strategies for enhancing confirmability. An

audit trail document was used to the procedures for checking and rechecking the data
 53

throughout the study. An audit trail is a transparent description of the research steps taken

from the start of a research study to the development and reporting of findings. These

records will be carried out in an investigation. The idea of dependability, on the other

hand, emphasizes the need to account the ever-changing context within which research

occurs. The research will be responsible for describing the changes that occur in the

setting and how these changes will affect the research approach of the study.

Dependability involves the use of inquiry audit to test dependability and

confirmability of the questions. This can be primarily achieved through the use of audit

trails (Polit et. al, 2004).

In an inquiry audit, the auditor both the dependability of the process and

confirmability of the product (Lincoln and Guba, 1985) External auditing will be

conducted, institutional research colleges shall be consulted to review all of the research

procedures and findings, and faculty member will be asked to collaborate, building

partnerships to ensure subsequent acceptance of the findings. Of these instances, alternate

perspectives will be generated on the study to develop truthfulness and develop

partnerships.

Data Analysis

To analyze the verbatim answers and the transcripts of the participants, a thematic

analysis was utilized using Collaizi's (1978) seven steps method 1.) Reading of

transcripts. The researchers read and re -read all the participants verbatim answer

2.) Extracting significant statements. The researchers extracted from the transcripts all

key statements that relate directly to the study theme. Significant meanings were then

extracted from the descriptions as expressed by the participants, 3.) Formulating

 54

meanings. In line with the key tenets of Collaizi's (1978) method, meanings were

formulated from the participants' statements, 4.) Theme clusters. The researchers

organized the formulated meanings into groups, which allowed themes to emerge. Thus,

the meanings formulated in Step 3 were grouped into theme clusters, 5.) Exhaustive

description. The researchers integrated the themes into an exhaustive description of the

participant's written statements, 6.) Statement of identification. The researchers had made

a succinct of the exhaustive description and provided an essential statement of

identification, & 7.) Participants' verification. Researchers corroborated the information

and wrote a short statement, by asking the participants what features of their experience

have been left out.

The researchers thoroughly read the description of the lived experiences and

coping strategies of the participants to explore the lived experiences of the nursing

students and their coping strategies towards online learning.

Next, the researchers reviewed the related studies. After which, the researchers

made a guide questionnaireQuestionnaires with set of questions open ended were both in

English language and "Hiligaynon" for the convenience of the participants toassist them

in better understanding of the question and in giving clearer expressions of their thoughts

during the data gathering. The instruments were subjected for validity and reliability tests

before theyt were exposed to the participants. It was done through a recorded virtual one-

on-one video conference.

All the data collected in the questionnaires were gathered and analyzed. The

participants answered all the questions asked.The researchers correlated the data that

were collected from the responses. The participants' answers were completely
 55

documented.sorted and grouped according to four dimensions: physical dimension,

emotional dimension, social dimension, and spiritual dimension.

The coping strategies were also categorized into problemfocused coping or

emotion focused coping After which, six matrices were constructed: four for the lived

experiences and another two for the coping strategies. The first four matrices contain the

lived experiences of nursing students towards online learning classified into four

dimensions. These are physical, emotional, social, and spiritual dimensions.

The remaining two matrices contain the coping strategies divided into two

categories. These are problem focused coping and emotion focused coping. Participants'

answers were analysed and grouped according to the different dimensions and categories

based on their answers. Lastly, meanings from their lived experiences and coping

strategies were interpreted and searched based on the themes considered.

 56

RESULTS

This section of the study presents the analysis and interpretation of data, the general

description of the participants’ lived experiences and coping strategies.

Matrix 1: Participants Profile

Participants Sex Year Level Age Residence

1. Aphrodite
Female I 20 Zarraga, Iloilo

2. Athena
Female II 21 Lapaz Iloilo City

3. Artemis
Female I 20 Molo,Iloilo City

4. Ares
Male II 21 Tagbac, Jaro ,Iloilo CIty

5. Apollo
Female I 20 Molo,Iloilo City
6. Demeter
Female III 22 MH.Del Pilar ,Jaro, Iloilo
City

7. Dionysus
Female III 20 Pob. Ilaya Dumarao Capiz

8. Hades
Female III 21 Pob. Ilaya Dumarao Capiz

9. Hera.
Female II 20 Tabuc Suba, Jaro, Iloilo City

10. Jupiter
Male V 23 Villa, Iloilo City

11. Zeus
Male V 23 Las Villas Subdivision
Lambunao, Iloilo

12. Hercules
Male V 23 Alta Tierra , Village, Jaro
Iloilo
 57

Matrix 2

PARTICIPANTS LIVED EXPERIENCES: PHYSICAL DIMENSIONS

PARTICIPANTS VERBATIM SYNTHESIS THEME
RESPONSES
“I haven’t developed any Most of the Coexisting
Apollo physical complications yet, participants Physical
other than back pain but I think reported Obstacles
in the long run I lose 4 problems
kilograms of my weight maybe, regarding
it is because of my poor eating Physical
habits when are or in Difficulties; 8
sometimes, I ate 2 times a day out of 12
because of the class schedule” participants or
“I can’t find some time for a 66.6% said
proper exercise or do any of they had
my routine work out sessions eyesight
so I always feel like I’m tired” problems, 1/3
of the
participants
said they had
Aphrodite
“Besides from back pain, I headaches,
often experience migraines” more than 40%
of the
participants
expressed the
“wala nagid ko ka exercise ky occurrence of
Jupiter daw indi ko nagid siya ma postural
sal’ot kag sa Physical Changes problems like
siguro is nag dugang gd ko back pain, 3
weight” out of 12
reported lack of
Athena “Nag dugang gd ko weight physical
which is nag buhin na ligad activity, some
nag dugang nman liwat. “ of the
participants
Hades “I guess I gain a bit of weight conveyed that
and often experience that on a they are
daily basis because every day I gaining
gain weight.” excessive
weight and
Ares losing weight
“During online class nag at 17% and 8%
Artemis dugang akon nga grado mas respectively
nag taas siya.” throughout
“In online class kis a kun ma their online
 58

sobrahan nako tulok sa laptop learning

or gadgets ga sakit mata ko experience that
like may ara nako dan grado sa contributes to
left ko nga mata ti bal an ko their tiredness
gid siya nga ga taas kay ang and lack of
klase daan namon is may ara motivation
kami 6 hours or 3 hours na
klase ti sunod-sunod pa na dan
wala pahuway ang akon mata”
“pati akon likod man ga sakit
kay ga pungko lang nga ga
pungko kag tubang sa laptop.”

Demeter
“ang sa mata eye strain gid
bala haw, syempre for how
long… pila ka hours kita naga
tubang sa aton mobile phones,
sa aton nga laptop, gadgets or
any nga gina gamit naton
syempre aton nga mata grabe
gid ang effect since ako man
daan may ara ko nga near-
sightedness man ko dan balaw
so feeling ko kung after klase
naton daw naga dugang blurry
ka akon mata then ano pa
siguro ahumm, back pain
syempre sa pungko naton sa
kadugayon” “The only big
physical changes for me would
be the pulaw.”
“kis a makalab ot sa 7 hours or
matam an na gid gasakit na
akon mata and ang likod ko
Zeus
atleast 2 hours lang ga sakit
na”

“Sometimes you can’t really

handle looking at the screen
that long coz since kapoy ka na
daan like of course it would
sometimes irritate my eyes but
not that much.”
“We have been less active in a
Dionysus sense that we have, Also back
 59

pain”

“I felt lazy sometimes but of

course we have to study na
maka anu mn we also have
back up problems due to uhm
several hours from seating and
Hercules
facing our laptops”

“Kis a na notice ko permi ara

ko sa screen gasakit mata
ko ky amon klase from 8
to idk pila ka hours so kis a
Hera wala na pahuway , then mag
retdem videos b dugangan
pagid stress and muna back
ache and all.”

“Mostly sa akon ang sleep

schedule ko gd ky ara ko diya
sa US, so baliskad gd ya
ky ang time zone bala “
“Usaually ga stress migraines
so sometimes ma message lng
kuna sa chat ko sa gc na d ko
mag join sa klase ky i cant
open my eyes kasakit gd”

The lived experiences in the physical dimension of the participants begins with

their shift to non - traditional mode of learning from a familiar face to face educational

environment. Most of the participants shared similar experiences. Most of the nursing

students experienced problems regarding the new modality of learning were manifested

by eyesight problems, headache, postural problems such as back pain, lack of physical

activity, gaining excessive weight and some reported also of losing weight. These
 60

experiences were the indications of more complications leading to --fatigue and lack of

motivation.

Coexisting physical obstacles that began simultaneously with the commencement

of online learning for nursing students and which lead to physical consequences such as

those mentioned above resulted to restlessness and demotivated nursing students.

Nursing students’ physical lived experiences included the need to had to face these new

experiences and to to adjust to the demands and effects of online learning.

It is in consonance to Roy’s adaptive model that stipulates the first mode, as being

the physiological - physical mode, meaning that it is the manner to which the person

responds to the stimuli coming from the environment. It’s the body’s attempt to adapt via

regulation of our bodily processes, including neurochemical and endocrine systems. The

physiological - physical needs of a nursing student making use of an online learning

environment, which are, nutrition, elimination, activity, rest and protection. In this study,

it was revealed to be inadequately met resulting into various physical complications -It

suggests an imbalance to the equilibrium of adaptation as such being the process and

outcome whereby thinking and feeling persons as individuals or in groups use conscious

awareness and choice to create human and environmental integration; nursing students

with their physical dimension of their lived experiences to their new environment the non

- conventional modality of online learning.

Duraku and Hoxh (2020) indicated a lack of attention and focus and decreased

motivation to attend lessons and study during the COVID-19 pandemic. The jump into

online learning systems was associated with a decrease in motivation, self-efficacy, and

cognitive engagement. Students were mostly worried about the problems associated with
 61

their future professional careers and studies, and also experienced boredom, anxiety, and

frustration.

Emerging physical difficulties have effects on the overall quality of distance

learning and lead to the physical complications such as eyesight problems, headache,

migraines, back pain, gaining excess weight and weight loss to some. Participants were

left with no choice but to endure the concerns related to the effect of online learning

towards their lived experiences in their physical dimension.

According to Liu et al. (2020) Moderate to high level of chronic stress caused by

the pandemic and online learning has led to many physical symptoms, such as headaches,

eye strain, insomnia, weight gain, hormonal imbalances, and back pain. It also follows

that exposure of students to blue screen devices are increased throughout the duration of

online learning that is more likely to cause or aggravate existing problems faced by

students.

“Usaually ga stress migraines so sometimes ma message lng kuna sa chat ko sa gc

na hindi ko mag join sa klase kay can’t open my eyes kasakit gd”

Staying glued to a digital screen, the blink rate reduces. Blinking helps moisten

the eyes and not blinking enough can cause dry eyes. Also, the gadget should be placed at

least at arm’s length to reduce strain. Experts say that students have to take extra care of

their eyes and reduce the time spared for watching other online videos and games if they

are attending online classes (Sanitha, 2020).

University health experts say that they have seen more students with eye strain

because of an increase of screen time as a result of new online learning settings. In

addition, he said some rare symptoms for eye strain can make one’s eyes feel gritty or hot
 62

so their ability to focus is low (Martin, 2020). Sitting for long periods of time in front of a

computer has created additional health problems for many students like having more back

and neck pain than usual from being on computer more frequently.

“Back pain but I think in the long run I lose 4 kilograms of my weight maybe; it is

because of my poor eating habits; I ate 2 times a day because of the class schedule”

Howlett and Gainsborough (2020) Among barriers to online learning, the most frequently

encountered were difficulty adjusting learning styles, having to perform responsibilities

at home and poor communication or lack of clear directions from educators. Lack of

physical space conducive for studying and mental health difficulties were also common.

The abrupt shift in curriculum delivery, which required a simultaneous adjustment in

learning styles had been difficult for the students.

“I can’t find some time for a proper exercise or do any of my routine work out

sessions so I always feel like I’m tired”

As the coronavirus (COVID-19) pandemic rapidly spread across the country,

schools have shut their doors and classes have moved online in order to slow the spread.

The transition to online learning has impacted not only teachers, who have had to amend

their courses, but also students who have had to adjust to a new learning environment.

One of the major consequences of the transition to online learning is its impact on student

health, specifically lack of physical exercises and sleep cycle. Students in different

institutions are now sacrificing sleep to wake up for classes on Google Meet or Zoom

(Blarham, 2020).

(Katzenstein, 2019) In addition to adverse health impacts from altered sleep

cycles and physical engagement, increased digital use can affect student’s physical and
 63

mental health. He also explained that college students in particular are struggling to

create an environment free of distractions and develop the necessary organizational skills

to stay on top of their assignments, noting that these difficulties can affect students’

mental and physical health.

“Nag dugang gd ko weight which is nag buhin na ligad nag dugang nman liwat.“

Weight gain is a common occurrence in college students in universities across the

nation (Clarke et al., 2015). Das and Evans (2018) looked at behavior management,

perceptions, and challenges of the college students. Using nominal group technique, the

researchers looked at five issues: susceptibility to weight gain, the seriousness of

managing weight, the barriers to managing weight, how effective the students thought

they were at 5 managing weight, and techniques used to manage weight. They found that

most students were concerned with gaining weight in students dealing online learning.

However, students thought there were many barriers to being physically active including

lack of time and motivation. Addressing the issues of weight gain in college students by

looking at the influence of eating, sleeping, and physical activity on weight gain, due to

increase exposure in online class students were stress and tired in dealing classes in

virtual learning which contribute to their lifestyle to be more obese.

“Kis a gina migraine kay ga sakit ulo ko pagid”

(Divisha, 2020). Virtual learning has inevitably increased the amount of time

students spend on digital devices every day. Increased screen time usage, especially for

non-academic activities, has been found to be linked with increases in depression, anxiety

and perceived attention problems in online learning Health effects associated with not

sticking to a regular sleep cycle include difficulties falling asleep, staying asleep, waking
 64

up and daytime fatigue. Online learning makes it difficult for students and teachers to

access education, it potentially leads them complications related to health issues.

“In online class kis a kun ma sobrahan nako tulok sa laptop or gadgets ga sakit

mata ko like may ara nako dan grado sa left ko nga mata ti bal an ko gid siya nga ga taas

kay ang klase daan namon is may ara kami 6 hours or 3 hours na klase ti sunod-sunod pa

na dan wala pahuway ang akon mata”

Kim et al. (2020) reported that various physical educational activities geared

toward health should be included in an online class, as most participants, despite various

ages and genders, had health problems.

“I felt lazy sometimes but of course we have to study na maka anu mn we also

have back up problems due to uhm several hours from seating and facing our laptops”

Schaeffer and Konetes (2015) found that online learning in students is more

likely to discontinue their studies than students following traditional education. Moreover,

social isolation during online learning was one of the factors affecting students’ ability to

study
 65

Matrix 3

PARTICIPANTS LIVED EXPERIENCES: EMOTIONAL DIMENSIONS

PARTICIPANTS VERBATIM SYNTHESIS THEME

RESPONSES
Aphrodite “My anxiety increases in
scenarios that are very
important like
examinations or quizzes,
then your internet
connection suddenly cut
off then you prepared so
much for that particular
task but due to the
internet connectivity
issues”
“I easily get irritated
maybe it is due to
Artemis extreme pressure and
stress gid to the point
that I literally throw my
books and notes sa ka-
ugot nga indi ko na
makita ballpen ko.”
“For the emotional
Apollo
siguro is stress lng gd.
Indi man siguro grabi
nga stress gd everytime
ng siguro nga damo inug
pasa bala nga daw gina
gaan lng less time.”
Most of the Emotional
participants reported Instability
that they were
emotionally
distressed half of
them said they were
emotionally stressed,
33% & 42%
respectively
experienced anxiety
and pressure during
this online learning,
which affected their
concentration and
focus on their classes.
They Also mentioned
16% of 2 out of 12
participants that in
order to relieve their
stress, anxiety and
pressures they open
their concerns to their
family, friends and
clinical instructor

Athena “I don’t really like online

classes cause I can see
myself cursing and
having breakdowns day
to day.”

“ Kis a do chill man kis a

Ares stress and kapoy2 na gid
pero most of all stress
gid.”
“Kapoy, ga niriwang and
 66

stressed.”

“ Kis a mas gusto ko

Dionysus man nga indi kay mas
better gid abi kun face to
face pero okay lang man
ah, Continue lang
gihapon.”

“Syempre una2 is stress

Hades gid na stress”
“ Isa ka gapa stress sa
akon, mga signal “
“ahummm ma feel mo
gid lang ya ang pressure
kay tungod subong daw
feel mo wala ka may
nabal-an so dapat strive
or double time kagid sa
pag-tuon so yes syempre
maka feel kaman
pressure eh.”
Demeter
“Hmmm, yes syempre as
a person kilanlan mo
man nga may ma comfort
kanimo may ara man
family ko, ara man
friends ko and other
people nga kilanlan ko so
kung kilanlan ko comfort
gina hambal ko man
akun gina batyag.”

“the stress I felt would

be when it comes sa
Hercules
retdem you know like
when you have to video
tape yourself as what
they say when the Cis
announced that the
retdem is gonna be by
video taking, they call
you some like a vlogger
or something”
 67

“For me I haven’t really

asked for advice because
Zeus since my struggle would
be what you call I’m just
camera shy but then
since I don’t ask for any
advice,”

“Ga emotional ako

Jupiter if parehas sa ang mga
due dates kag ang mga
stress mga retdem
videos mag
palasa ky usually ga
film ako around 2
am morning ky dira
usually hipos
ang villages , so muna
da ga kadto ang kapoy.”

Hera “ I'm still very much

stressed obviously, it is
becoming much harder
due to teachers not being
available and the school
not being available for
questions or inquiries.
I'm more or less stressed
as always” “ My ara gd
na ma anxiety and
panic attacks or ma
stressed ka sa isa ka
assignment or what but
for me in terms man
nga pressured sa
family kag sa aton man
nga circle na nga social
circle my ara to time na ,
i had a panic attacks
mn sa tamaan kag sobra
ka work bala aw”
 68

Students' Emotional Instability has been a growing concern, as this group has

been proven to be especially vulnerable to anxiety, pressure, and stress as a result of

variables such as academic pressures, obstacles to their goal achievement, environmental

changes, and life challenges. Academic pressure has increased over the past years,

especially in today’s paradigm shift from the traditional learning system to a non-

conventional approach of online learning in SY 2020 - 2021. There are examinations,

assignments and numerous activities that students have to shuffle through. Students have

undergone immense pressure not only because of the academic demands such as

activities and assignments but also from the pressure coming from their parents as well as

their teachers.

Students' stress and anxiety disorders have increased as a result of online learning,

where there was a significant correlation between student satisfaction and prevalence

of pressure, anxiety, and stress. Students have reported higher stress levels with the

transition to online learning, citing at-home distractions, rigid deadlines and the likes.

“My stress level increases in scenarios that are very important like examinations or

quizzes, then your internet connection suddenly cut off then you prepared so much for

that particular task but due to the internet connectivity issues”

“I’m still very much stressed obviously; it is becoming much harder due to teachers not

being available and the school not being available for questions or inquiries. I'm more or

less stressed as always”

Research studies have shown the relationship between stress and online learning.

Students experiencing general technophobia or specific online courses, learning

difficulties, delayed online courses or examinations, delayed assignments, and show

 69

overall lower academic achievement/performances – this was reported specifically with

statistics anxiety and performance (Macher, Paechter, Papousek, & Ruggeri, 2012).

“Isa ka gapa stress sa akon, mga signal “

“The stress I felt would be when it comes sa retdem you know like when you have

to video tape yourself as what they say when the Cis announced that the retdem is gonna

be by video taking, they call you some like a vlogger or something”

Subramani and Kadhiravan (2017) revealed the link between academic stress and

mental health among students. He endorsed that academic stress and mental health are

correlated and that students are cramped with the academic structure. Parents and schools

pressurize the student’s way too much for the higher grades that disheartens the students,

further, to add on there is not enough support from the parents and school in terms of

guidance. The students are mentally unhealthy when they perform constructively in the

academic forums. They also propounded that students from private schools are more

pressurized as compared to students from government schools due to the excess of

homework and other academic related assignments.

Stress is a perception of emotional or physical tension. There are a number of

incidents in a person’s life that lead to negative emotions like anger, frustration and

nervousness that further develops stress in an individual. Stress is the body’s reaction to

challenge or demand. It can be positive at times; however prolonged stress can lead to

severe health conditions. Stress levels can differ on the basis of how one reciprocates to a

certain situation. Some people just do not care and so they do not get anxious; they

perceive stress as a trivial knock and move on in life on a daily basis.

 70

“I easily got irritated maybe it is because of extreme pressure and stress gid to the

point that I literally throw my books and notes sa ka-ugot nga indi ko na makita ballpen

ko.”

“I don’t really like online classes because I can see myself cursing and having

breakdowns day to day.”

Students in the online course reported higher levels of anger, anxiety and pressure

than students in the on-campus course do. These results are in line with some previous

studies. For example, Regan et al. (2012) claimed that online environments have a

distinct overall emotional tone that differs from traditional educational settings. Other

studies show that technology-based learning environments lead to a bit more pleasure and

less anxiety, although these results are not significant (Loderer et al., 2018). It is argued

that the resources (especially the ability to learn self-regulated) students may have an

impact on their emotional experience. Students who learn self-determined need less

learning time for a better performance, whereas anxious learners need more time and still

achieve worse results, which could explain a higher level of anger (Marchand and

Gutierrez, 2012; Schulmeister, 2018). In addition to the student-related determinants, the

design of the e-learning environment can also intensify negative emotions.

In a similar study of Saghafi, Franz and Crowther (2014), they said that the online

learning setting will not, however, replace activities taking place in Face-to-Face

environments in higher education. Rather, their research shows that both the F2F and

web-based learning environments have their respective uses – but also their limitations.

Therefore, they conclude that both settings work together in complementary ways for

students if a holistic model for blended learning is adopted. Especially in professional

 71

education, opportunities for practice-related workshop activities are important for

students’ learning experience. Principally, it is the accessibility and flexibility of

workshop spaces 24 hours – virtual or F2F – that is recognized as critical for students.

According to Saghafi, Franz and Crowther’s comparative study, the F2F

synchronous workshop provides a learning space for students supporting hands-on skills

training, peer learning and spontaneous feedback, while the virtual asynchronous

workshop turns out to be better suited for constructive discussion, archival of design

development and review of individual or peer progress. “

Considering the participants of this study pursue an undergraduate degree of

Bachelor of Science in nursing, the above-mentioned studies support the claims of

students that face-to-face learning are more suitable for constructive discussion, archival

of design development and review of individual or peer progress which are required in

the nature of the course - that mainly focuses on practice-related, skills based

competencies and patient care interaction.

“Kis a mas gusto ko man nga indi (online learning) kay mas better gid abi kun

face to face pero okay lang man ah, Continue lang gihapon.”

Encouraging learners to express and share their feelings and emotions is also

advocated by many scholars (e.g., through emotional journals or in ‘safe spaces’). Xu et

al. (2014) believe that this will help learners better support one another and cope with the

negative emotions experienced in online learning settings.

“I guess my past clinical instructor I’ve always talked to, actually at the start of

online classes I always talk to her every night just to calm my mind and just to have
 72

someone to talk to outside of my home and I have few friends but never talk about this

stuff.”

The behavior and mutual relations of individuals and groups are explained by

interdependence in the Roy Adaptation Model (RAM). The interdependence mode

includes relationships with others that are meaningful to the person, and support

systems. This mode focuses on attaining relational integrity through the giving and

receiving of love, respect and value that is related to the emotional dimension of the lived

experiences of the nursing student towards their online learning. The basic requirement

of this area is the creation of a sense of confidence by relationship integrity and

improvement of relationships. Proficiency in relationships forms the basis of group

requirements. The components of interdependence mode for groups are the situation,

infrastructure and the capability of members to cope with any emotional struggles.

Learners will also be able to share successful coping strategies with their peers.

Other suggestions to help reduce negative emotions include encouraging the use of

emphatic talk amongst students. (Allan and Lawless, 16 2003); ensuring tutors act as

facilitators (Symeonides and Childs, 2015); and using worked examples with novice

learners (Jung et al., 2015). Although scholars have suggested numerous strategies to

help reduce negative emotions experienced in online learning environments, gaining a

student perspective of how anxious learners could be supported further in online

collaboration may yield new findings that could be of great benefit to these students.

“Hmmm, yes syempre as a person kilanlan mo man nga may ma comfort kanimo

ara man family ko, ara man friends ko and other people nga kilanlan ko so kung kilanlan

ko comfort gina hambal ko man akun gina batyag.”

 73

Reddy et al. (2018) in their study concludes that stream wise difference in stress

does exist in students. It is important to deal with stress at personal, social and

institutional level. Remedies such as feedback, yoga, life skills training, mindfulness,

meditation and psychotherapy have been found useful to deal with stress. Identifying the

main reason for stress is the key to deal with it. Professionals can develop tailor made

strategies to deal with stress. The integrated well-being of the students is important not

only for the individual but for the institute as well.

Despite the turmoil and undesirable experiences shared by most of our

participants such as stress, emotional instability and pressure from the online learning

educational environment still they were able to preserve and maintain their relational

integrity through giving and receiving of love, respect and value between and among

their loved ones and peers. Suggesting that the participants are able to attain the fourth

adaptive mode, as stipulated by Roy, Interdependence adaptive mode in relation to our

study this is achieved with effective communication and relations.

 74

Matrix 4

PARTICIPANTS LIVED EXPERIENCES: SOCIAL DIMENSION

PARTICIPANTS VERBATIM SYNTHESIS THEME
RESPONSES
Aphrodite “Effect of online learning Most of our Strengthened
is actually a good thing participants Social Relations
because I became more experienced
open with them, we got to Strengthened
have a lot of conversation family ties and
at home so it hep me out to sustained social
be confident in my self in
relationships
voicing out my thoughts
half of the
and feelings.”
participants said
Hercules “Friends I likely have less that their
time chatting with them relationship with
and having a hard time to their Family
catch up and as of as with became stronger
my environment, my as they were
community, well a lot of able to bond
students would agree that with each other
time is really fast when we everyday
have a bunch of tasks to because they are
do so the only
just staying at
reason to excuse our self to
them is our busy home since
schedule.” online learning
began
and most of
Jupiter “ most of the time no them are able to
because first of all if that manage their
special gathering or time without
occasion would not need having any
my presence that much I difficulties. Half
would consider not to of the
attend.” participants
indicated they
have a good
Ares “easier for me to balance
my time so my hobbies are relationship with
my motivation to finish my friends, they
tasks and I would do were able to
everything to clear my to communicate.
do lists in order to do the They catch up
with each other
 75

things I want.” through chatting

and video calls.
2 out of 12
participants are
Apollo not able to
“Sa family wala gid siguro
attend family
problema kay okay man
akon family kag dire gatherings such
malang ko sa balay ti daw as birthdays and
nag close man man kmi special
siguro.“ “Sa friends ti amo occasions.
na eh,medyo budlay kay
indi kmi ka updanay kay
medyo budlay kag mas nag
less lng ang
time siguro.”

Dionysus “ma video call kmi na, ma

storyahanay kami na. then
my ara man times nga kis a
ma
stream na sila movies Kag
ma watch kmi dunga
movies.”

Hera
“it always been the same
never change because of
online learning and spent
more time in here which
my home which my family
always appreciated it
because I clean the
house.”

Artemis “My family, to say it again

always been the same and
my friends it more distant
but do find ways to spend
time with them we do call
each almost other every
night”
 76

Athena “Calling them now and

then, doing video chat and
playing game with them.
Often play until middle of
the night and sometimes
until early morning” “Not
really I didn’t have
difficulties in when it
comes in managing my
time between my family
and on learning” “Kis a di
na ko ka attend ka
mga birthday party or
family gatherings and gora
with friends kay may klase
ako.”

Hades “Mag online class ko na

ga bonding ko japon
sakon family kay ari lang
man sa balay ,”“ sa mga
friends ko naman wala
naman ko gawa ga upod
kay busy ako busy man sila
pero ga kamustahanay
man kami gihapon. Sa
neighbor’s naman siguro
do waay lang man ah.”
“Like mga bonding2
Guro huo since ululupod
kami di kag first time ni
complete kami yes may
bonding gid ya like mag
kaun2 kamo tapos ma
storya2 so simple lang nga
ganap pero dako nga
effect.”

Zeus “we can still go out at

night, socialize at night
with my family since of
course diri daan it’s
 77

already open, everything is

open we can still do that,
only problem is it takes
time socializing with
community, neighbors
talking to them, like having
morning walk, so it’s
something like
that.” “my relation with
them is okay because of
course with my friends, I
can still chat them online
coz it’s of course all my
friends are there
Pilipinas.”

“I would say to me online

Demeter learning made it stronger
because here I feel at home
when we realized that
classes would be online,
we took the opportunity to
come home here and then
it made my relationship
stronger I guess because I
feel at home now, I feel at
home, I feel comfortable
here so thanks to online
class it made my
relationship with my family
stronger,” “Despite of this
online class we don't see
each other ,my relationship
with my friends and family
is very good and muna ang
hambl ko earlier na ang
communication na biskan
simple na” how are you
and hello “ are great help
to both parties, so muna it
feels good wala mn my na
disconnect sa amon na
muna na circle.”
 78

With all the school activities, requirements and deadlines, there are countless

activities that compete for time on the family calendar. Family time, however, can serve

as an escape from the demands and deadlines of daily life, and is paramount in building

strong relationships.

Strengthened social relations during this transition of method of learning from

being together in school to virtual learning has the biggest impact on students' social life,

by being able to be together with family, exercising communication through social media

platforms with friends and efficient time management makes this paradigm shift more

bearable and improves relationships. Despite of limited and seldom physical interaction

and communication the participants claimed to have managed and maintained the

relationship that they have with friends. Claiming also that, family time has been better,

they were able to communicate and bond with their family on a daily basis and

relationships became stronger.

In Roy's third adaptive mode that focuses on the primary, secondary, and tertiary

roles that a nursing student occupies in society and knowing where he or she stands as a

member of society. This describes the adjustment in the sudden shift of routine following

a total change in environment and approach to education experienced by nursing students.

In order to attain the goal of this mode nursing students should have a constant

interaction with their families, friends and significant others and the community members.

The findings of this study revealed that the participants' relationship with their family and

friends has been much better or improved regarding family time bonding and

communication in spite being in an online learning environment. Iit also revealed that

presences of hindrances in terms of communication due to lack of physical interaction

 79

between and among peers has not affected friendships. I instead, it enabled the

participants I to maintain good relationships with their friends. This helped them boost

their confidence and morale,bonded them even more and created better relationships.

Family and friends time offers numerous benefits, such as building confidence,

creating a stronger emotional bond between family members, and friends, improving

communication skills, better or improved performance in school and reduced behavioral

issues, as well as providing an opportunity to create memories built on fun, laughter,

togetherness and relatedness. Thus, most of our participants speak of having more time

for bonding with family than the latter part of going to school which is face to face. It is

convenient for them to spend time and bond as they were together in one home or place

during online learning.

When parents and children collaborate in learning activities, bonding between

parents and children increases as they are able to spend much more time together. Such

instances allow parents to become a source of comfort in easing pain and worry and

engage in conversations with their children to help them in alleviating their stress. Online

learning with parental support guidelines could help in improving the bond between

children and their parents (Wang, Zhang, Zhao, Zhang, & Jiang, 2020).

“Effect of online learning is actually a good thing because I became more open

with them (with my family), we got to have a lot of conversations at home so it helps me

to be confident in myself in voicing out my thoughts and feelings.”

Adolescents' social choices were greatly restricted by time and place. Their lack

of geographical mobility and their belongingness to an age group expected to go to

school structurally reduced their social circle to friends who they met in the
 80

neighborhood, at school and through extracurricular activities. In this sense, proximity

was a central social constraint for relationship formation. Living in the same

neighborhood and attending the same school often resulted in a high level of social

similarity.

According to (Rainie and Wellman, 2012) friendships that were in the past based

on social groups with clear boundaries and social expectations of mutual interaction have

become diverse and dispersed personalized peer networks that lack clear boundaries and

norms of social behaviors. Channels of interpersonal communication are multiplex,

including mobile applications and diverse platforms of social media interaction, in

addition to face-to-face and phone. As a result, the limits of interpersonal communication

have become blurred with the following basis that includes activities that are coordinated

through face-to-face are not carried out through online or phone and relying on

individualized communication rather than social groups that has been totally undergone

by the participants that made their relationship with their friends not that close to what

they have during the face-to-face method of learning.

The participants have described their relationships more on the positive extent of

being in online learning. Most of them were still able to communicate with their

friends;however, not as the same as it was during traditional learning due to limited time

to catch up to each other and existing hindrances such as limited time and up tight

schedules. Despite these they are still able to maintain the friendship. These major

changes in the patterns, frequency, content and quality in interpersonal friendship,

maintenance and communication have been highlighted by a large number of studies that

focus on different aspects of this major social change.

 81

“Despite of this online class we don't see each other ,my relationship with my

friends and family is very good and muna ang hambal ko earlier na ang communication

na biskan simple na” how are you and hello “ are great help to both parties , so muna it

feels good wala man my na disconnect sa amon na muna na circle.”

“We still are talking to each other we are still communicating, nothing much has

changed”

With the growing popularity and ubiquity of social media, the public, and the

research to some extent, has been concerned with the proliferation of online relationships

and the concern that these are replacing higher quality offline relationships. Studies

conducted in the early 90's found that adolescents in Western countries were reporting

that they maintained interpersonal communication with others they met online as well as

with friends they met face-to-face. (Wolak, Mitchell and Finkelhor, 2003).

Online learning has consumed so much of the student’s time and flexibility that

students never find time to do it. Personal attention is also a huge issue facing online

learning such as their personal and social lives. Students want two-way interaction which

sometimes gets difficult to implement. The learning process cannot reach its full potential

until students practice what they learn. Sometimes, online content is all theoretical and

does not let students practice and learn effectively. Students feel that lack of community,

technical problems, and difficulties in understanding instructional goals are the major

barriers for online learning (Song et al., 2004). Students were found to be not sufficiently

prepared for their work, family, and social lives with their study lives in an online

learning environment.
 82

In relation to (Song et al, 2004) most of our participants were not able to attend

family gatherings and parties with particular reasons that they don’t have enough time

and were burdened with all the activities and requirements given to them or because of a

packed schedule.

“Kis a di nako ka attend ka mga birthday party or family gatherings and gora

with friend’s kay may klase ako.”

(Kelly, 2002) highlighted the importance of individuals having an awareness of

time and the activities that fill up one’s time, Kelly also noted that not only do individuals

typically underestimate or overestimate how long it takes to complete a task but that they

rarely give an accurate estimation. Making effective use of time involves maximizing

functions such as starting a task, staying focused, and balancing one task against another.

Developing work plans may be one way to address this; however, students who typically

procrastinate do not feel less anxious after developing work plans.

Possibly because they are aware that, although they have planned to do an activity,

their innate voice tells that they will still have trouble actually starting the task and will

have trouble juggling their various tasks (Lay & Schouwenburg, 1993). ( Britton &

Tesser, 1991) suggested that students who are actively engaged in time management

processes are likely to see attainment benefits. Britton and Tesser stated that short-range

planning was a more effective time management technique than long-range planning

because plans could be adjusted to fast changes or unpredictable situations, which

allowed for flexibility, something that is clearly relevant in the lives of fast-paced,

multitasking modern students, but also something that might not lead to students

developing effective study habits. Without the development of effective habits, such as
 83

such motivation, metacognition, and self-regulation, students are likely to perform poorly

and find it difficult to improve future performance.

In Greer, Hudson & Paugh’s study as cited in Park and Choi (2009), family and

peer support for learners is important for success in online learning. Support is needed for

learners from all areas in web-based courses and this may be from family, friends, as well

as peers in class. Greer, Hudson and Paugh further noted that learners need time

budgeting or management, appropriate planning and support from friends and family in

web-based courses.

“Easier for me to balance my time so my hobbies are my motivation to finish my

tasks and I would do everything to clear my to do lists in order to do the things I want.”

“Not really I didn’t have difficulties in (about online learning) when it comes in

managing my time between my family and on learning”

Students value the social life of being in an actual class or face-to-face method of

learning, they often worked hand in hand to set goals for each other and everyone found

that really helpful. Spending time with their families is less of an issue when it comes to

online learning but spending time with friends, attending occasions and special gatherings,

and time management were a bit of a struggle for most of them as they transitioned to

online learning along with so many restrictions.

 84

Matrix 5

PARTICIPANTS LIVED EXPERIENCES: SPIRITUAL DIMENSIONS

PARTICIPANTS VERBATIM SYNTHESIS THEME

RESPONSES
Aphrodite “Despite this pandemic Most of the Continued
my faith and relationship participants Faithfulness
with God was never been conveyed a
detached sir instead the continued faith and
ef ect of online learning relationship with
made my relationship to God saying that
God stronger” “I pray their relationship
to Him everyday asking with God has never
for help, for forgiveness changed despite the
and for being thankful challenges they
for leading me to the encountered
path without a heavy throughout the
heart.” pandemic and
online learning.
“I am telling Him all my Moreover, most of
Athena worries which lighten the participants
my chest from anxiety, never lost their faith
stress, and pressure from despite the
academics, so in return I difficulties but
am devoting my service rather it
to the church, by joining strengthened their
the choir and youth faith and or became
ministry here in our stronger. In
community.” “I go to addition to that,
church whenever I’m most of the
 85

free or have a few participants shared

assignments to do which that they always
could be managed for a pray to God.
short time so that's why I
often go to church ever
since online learning
began.”

“My relationship to God

is still the same,”
“I communicate with
Artemis God whenever I pray. I
pray anytime of the day,
it is already one of my
daily routines and
results in me not to
forget things whenever
or something is
bothering me.”

“Kung sa faith malang

sakay God wala gid na
nag lain ya pero ang
Ares responsibility ko guro
nga mag simba ko guro
na apektohan gid.
Syempre kung Sunday
gusto mo nalang mag
pahuway. Gusto ko mag
 86

pa adlaw bugtaw muna

nga indi nako kis’a ka
simba, pero every day
naga pray man kmo
rosary as a family ah.”
“I have been atheist for
almost 5 years so
relationship with God is
almost not exist. But
with church I do need to
go to church because my
family actually very
religious so my
involvement to church
has never really change
even though lockdown I
always go there and I
have been an Altar
sever/Sakristan for 6
years.”

“My relationship with

God has change for the
last almost 6 year now
Apollo and online learning has
really af ected my faith
until now.”

“Indi man sa maka af

 87

ect kay maka pray man

ako before mag tulog
Demeter and mag bugtaw sa aga.
Kag maka attend ako
Sunday mass ah.”

“Naging stronger siya

kay every night naga
pray gid ako “
Dionysus “Subong aton faith kay
God maging stronger pa
gid”

“Everyday mag bugtaw

ko sa aga gapa thank
you, before magtulog sa
Hades gab e gapa thank you
then ga rosary taga gab
e so muna ang akun
routine”
“Every Sunday gid ga
simba kami together
with my family and
praying rosary every
night and every day.”

“Ever since pandemic

started I’ve only been to
church 2 times because
Hera before the church
 88

weren’t really open yet,

it was only online, online
mass, I still attend online
mass sometimes” “I
wanna say lost hope, it’s
not because of the
pandemic, even before
that, because of course I
still believe in some stuf
of the church”

“I still pray every night

before I sleep” “I think
daw waay naka af ect
especially ky sa amon d
Jupiter auhhhm pag sirido mn
ka simbahan d ga online
mass mn kami”

“Sometimes kung na
stressed out ko ga pa
salamat mn ko na every
time before ta mag class
Zeus prayer at least during
my day i have some form
of prayer in my life.”
“We still practice the
rosaries here at home
nga kada 6 pm mn kag
sa school we still
 89

pray .my faith is still

intact with me.”

“Through out the online

learning i do strengthen
my relationship with him
because ahmm i
Hercules encountered a lot of
problems na sabay
sabay and that time i do
simpre ido need him.”
“Nag practice gd kmi
every night maskin anu
ka gab i ma rosary gd
kmi and muna ako every
night and morning i
always pray kag u know
pa thank to god na for
another day” “Kay
online class nagin active
gd ako sa youth
department sang church
nmn kay tungod online
class nuh kahapos mag
make time”

The shift from traditional learning system to a non-conventional approach of

online learning has brought an increased demands to an already taxing and difficult
 90

course of nursing - students currently enrolled in SY 2020-2021. Hence, numerous

approaches are being practiced by most students to cope with such demands. Contrary to

the definition of health by the World Health Organization (WHO) which is health as a

state of complete physical, mental and social.ell-being, health should also encompass

spiritual well-being because this dimension is viewed by majority of Filipino students an

important aspect to coping and living amidst adversity. As defined, by Wong-Mcdonald

(2000), Spirituality is man’s relationship with the creator. For majority of academicians

and clinicians, spirituality is a protective factor that has demonstrated surprising

reliability as a coping mechanism (Cox, 2011).

Particularly, most nursing students have realized that online classes pushed them

to build a stronger relationship to God. The stress, anxiety, and burnout were managed

properly through constant prayers and reflection to the words of God. This outlook is an

indicator of positive coping among the participants. As quoted from the participants

“Despite this pandemic my faith and relationship with God has never been detached,

instead the effect of online learning made my relationship to God stronger”

“Throughout the online learning, I strengthen my relationship with Him because I

encountered a lot of problems with my studies and that time I believe that the only person

who can help me is Him”

“Naging stronger siya (my faith) kay every night naga pray gid ako”. “Subong

aton (my) faith kay God maging stronger pa gid”.

It is also reflected on the study, that students who include prayer in their daily

routine, developed good habits such as always being grateful, and always having a sense
 91

of humility. Amidst time constraints in school and in their personal lives, students still

managed to attend church ceremonies.

“I pray to Him (God) everyday asking for help, for forgiveness and for being

thankful for leading me to the path without a heavy heart.”

“I communicate with God whenever I pray. I pray anytime of the day, it is already

one of my daily routines and results in me not to forget things whenever or something is

bothering me.”

“Everyday mag bugtaw ko sa aga gapa thank you ko (to God), before magtulog sa

gab e gapa thank you ko (to God) then ga rosary taga gab e so muna ang akun routine”

“Every Sunday gid ga simba kami together with my family and praying rosary

every night and every day.

“Sometimes kung na stressed out ko ga pa salamat man ko na every time before ta

mag class prayer at least during my day I have some form of prayer in my life.”

“We still practice the rosaries here at home nga kada 6 pm man kag sa school we

still pray .my faith is still intact with me.”

The responses of the participants are in consonance with the claims of Cox (2011),

that student who have positive spiritual beliefs cope with stress by surrendering it to God.

Notably, this process of coping involves three important steps. First, a student realizes

that he/she does not have the resources (i.e.financial or material resources) to deal with

his/her condition. Subsequently, the student will understand that God is all powerful and

cares about their circumstances. Lastly, the student makes a conscious choice when he

has exhausted all human effort to give the matter to God. To give up would be to run

from the problems or employ avoidance coping strategies. In contrast, the surrenderer is
 92

facing the problem head on and offering the problem to someone whom the participant

believes has better resources to manage it.

Furthermore, some nursing students believed that Spirituality had a greater

buffering effect on the students’ ability to handle stress. It made student to become

adaptive to change rather than being avoidant. It helped students discern reality to

effectively manage exhaustion.

“I am telling Him all my worries which lighten my chest from anxiety, stress, and

pressure from academics, so in return I am devoting my service to the church, by joining

the choir and youth ministry here in our community.”

“I communicate with God whenever I pray. I pray anytime of the day, it is already

one of my daily routines and results in me not to forget things whenever or something is

bothering me.”

“Kay online class nagin active gid ako sa youth department sang church nmn kay

tungod online class nuh kahapos mag make time”

These viewpoints to coping against stress is known as approach coping. A study

by Yun, Kim, and Awasu (2019) revealed that the students’ level of spiritualty is

proportional to the use of approach coping strategy as means to handle stress rather that

dysfunctional coping. The study discusses approach coping methods, such as active

coping, positive framing, and religion, were significantly correlated with lower levels of

stress, while maladaptive coping methods, such as behavioral disengagement, self-

distraction, denial, substance abuse, venting, and self-blame were correlated with higher

levels of stress.
 93

Based on discussions given by the participants, it revealed one common theme

which is “Continued Faithfulness” as primary means of nursing students to cope up.

The theme is in consonance to the second adaptive mode of Roy’s adaptation model

(RAM), which is self-concept-group identity mode. The second adaptive mode is

comprised of two components, the physical self (i.e. body sensation and body image),

and personal self (i.e. self-consistency, self-ideal, and moral-ethical-spiritual self). Hence,

there should be balance between the physical self and the spiritual self to become a

holistic individual. It undeniable that nursing student should not just have a healthy

physical, mental, and psychological well-being, it is a must that they should also possess

a sense of belief and faith.

Based on the philosophical assumption of Roy adaptation model, persons have a

mutual relationship with the world and a God-figure. Indeed, nursing students manifested

this mutual spiritual relationship. Amidst the challenges and difficulties brought by

pandemic, nursing students battled and surpassed doubt. Through believing that they

have God who will help them throughout their journey, nursing students have regained

confidence, trust, and vigor towards their own self.

In addition, according to RAM, spiritual dimension, is an influencing factor for all

adaptive behavior. Common human spiritual experiences are wonder, awe and gratitude

for life, along with acknowledgement of human dependence, finitude, and

interdependence. If a nursing student does not have physical resource (i.e., money,

internet connection, good space), he/she cope up through prayers. If a nursing student

struggles in passing his/her subject he/she becomes motivated through prayers. If a

nursing student experience anxiety, fear and loneliness, he or she will just pray and
 94

surrender everything to God. This explains why spirituality is relevant to other

dimensions of health.

Not only applicable to the academe, the second adaptive mode or RAM is also

evident in the actual nursing practice. A nurse will always convey deep respect for the

other's common humanity; demonstrate empathy; show one's own dependence on God

and commitment to faith; believe in another spiritual self; be nonjudgmental about how

that self is expressed; and create a trusting relationship.

Furthermore, having spiritual integrity and relationship to God is an important

aspect especially for nursing students because it will help them connect to other people. It

helps builds sense of unity and pushes to become a role model to everyone.
 95

Matrix 6

COPING STRATEGIES: PROBLEM FOCUSED COPING

PARTICIPANTS VERBATIM RESPONSES

Aphrodite “If I have enough time for a break, I would use it to take a
nap. If it's not a nap, I take my time to finish an episode of
Korean drama or a chapter of a webtoon story. I also take a
few minutes to walk around the house after sitting for a long
period of time.”

“For me how I cope with my, how I cope with it would be

physically I would say since I mentioned a while ago my main
Athena problem was sleeping schedule so the way I cope is as much
as possible if I sleep at 6 or 6:30 I always set an alarm for
maybe like at least 6 hours later, I know 6 hours is not
enough sleep but at least if I sleep 6 hours later, 6 hours or
maybe 5 hours later at least I could try to wake up so at least
I feel a little energized so at least I have more time at day to
do stuffs and then by the time at night time I feel sleepy
enough to fall asleep quickly, so in simple term they always
say the way I tried to cope is uhm, I try to push myself to
wake up at a shorter time biskan 5 or 4 hours of sleep I just
try to push myself even if it’s not enough.”
 96

Artemis “Ahumm, if kung needed gid like for example kung wala kana
gid choice kay since online ta ang number one problem gid is
ang internet or ang aton data so ang kaya koman akun
ubrahon mga assignment’s nga together with my friends pero
if ever man bala nga mag send2 nga wala kana gid choice te
need mo gid man kis-a help sa imo nga friends mo or
classmates mo.”

“like jog in place kis’a I would ano e, I would have cardio

exercise for at least 30 minutes to 1 hour “
Ares

Apollo “pray and you attend online masses. Continue your daily
routine on what you have done prior to the pandemic and
prior to the online learning is pray and attend mass and do
rosary as well be thankful to God.”

“Kung mag sakit likod ko ga pahuway ko danay na or higda

Demeter mga 30 mins asta indi ko na ma batyagan ang sakit ka likod

ko bala kay kis a kun tam an na gid bala. Kun sa mata ko
 97

Dionysus naman na ga sakit kis a ga idlip-idlip ko danay and pahuway

tulok sa cellphone and laptop para indi mag sakit.”

Hades

“bible reading kag lantaw sang mga inspirational videos sa

youtube nga maka up lift sa akon.”

Hera
“I’m just finding ways to look on the bright side gid.
“ “Naging natamad na ako bala so waay gid physical
activity, daw dira na nag start gain weight liwat, uhm ang
mga na lose ko nag balik naman and I became to be very
insecure na.”

Jupiter
“this physical changes difficulties I encountered which is the
acne can be treated with the help of dermatologist using skin
care routines and managing the stress by listing do’s so yeah,
that’s all.”

Zeus
“In the past, during my duty days and classes I only ate twice
or once a day. Then ever since I came home it is the main
reason I gained weight.”

“In the past, during my duty days and classes I only ate twice
Hercules
or once a day. Then ever since I came home it is the main
reason I gained
 98

Problem focused coping are similar to strategies used in everyday problem-

solving; they typically involve identifying the problem, considering possible solutions,

weighing the costs and benefits of these solutions, and then selecting an alternative

(Lazarus & Folkman, 1984). A problem-focused approach to managing stress means

actively doing things to address the problem.

Problem focused coping targets the causes of stress in practical ways which

tackles the problem or stressful situation that is causing stress, consequently directly

reducing the stress. Problem focused strategies aim to remove or reduce the cause of the

stressor, including: Problem-solving, Time-management, and obtaining instrumental

social support.

“This physical changes difficulties I encountered, which is the acne can be treated

with the help of a dermatologist using skin care routines and managing the stress.”

Acne has a high worldwide prevalence rate of 85%. Although there is widespread

acceptance of the relationship between stress and acne flares, not many studies have been

conducted to assess this relationship. There is already a wide perception that stress

aggravates acne. In a study performed in Australia among final year medical students at

the University of Melbourne, 67% of students identified stress as an exacerbating factor.

(Dermatol, 2021). Some of the respondents stated that one of the effects of online

learning is developing acne marks and the primary coping strategy is to consult a

dermatologist to acquire effective treatments such as skin care routines. Stress triggers or

worsens acne by multiple mechanisms. Not many studies have assessed the relationship

between stress and acne flare. Managing stress is another coping strategy to alleviate the

worsening of being susceptible to acne problems. It is concluded that stress positively

 99

correlates with acne severity. Therapeutic approaches can be adjusted according to stress

levels and behavioral intervention could be an option in some cases.

Problem focused coping, particularly seeking professional help, can help rebuild

the student’s self-confidence and improve their physical appearance. Problem-focused

coping targets the causes of stress in practical ways which tackles the problem or stressful

situation that is causing stress, consequently directly reducing the stress. Problem focused

strategies aim to remove or reduce the cause of the stressor, including: Problem-solving

(Mcleod, 2015).

“For me how I cope with my, how I cope with it would be physically I would say

since I mentioned a while ago my main problem was sleeping schedule so the way I cope

is as much as possible if I sleep at 6 or 6:30 I always set an alarm for maybe like at least 6

hours later, I know 6 hours is not enough sleep but at least if I sleep 6 hours later, 6 hours

or maybe 5 hours later at least I could try to wake up so at least I feel a little energized so

at least I have more time at day to do stuffs and then by the time at night time I feel

sleepy enough to fall asleep quickly, so in simple term they always say the way I tried to

cope is uhm, I try to push myself to wake up at a shorter time biskan 5 or 4 hours of sleep

I just try to push myself even if it’s not enough.”

‘Kung mag sakit likod ko ga pahuway ko danay na or higda mga 30 mins asta indi

ko na ma batyagan ang sakit ka likod ko bala kay kis a kun tam an na gid bala. Kun sa

mata ko naman na ga sakit kis a ga idlip-idlip ko danay and pahuway tulok sa cellphone

and laptop para indi mag sakit.’

 100

“In terms sa mata naga set lang ko time until 10pm lang then naga start lang ko

early kag end early. Kag sa Physical activities nga naguba gina try ko siya nga mabalik

like wake up early kay para maski 30 minutes lang nga maka exercise ako.”

Studies have uncovered a group of students that has time management ability at a

moderate level and very few individuals have command on managing time. They are

expert in time management due to this they are high academic achievers (Yilmaz,

Yoncalik, & Bektas, 2006). Time management is perceived as one of the central points

of achievement in customary academic structure where marks are unequivocally affected

by time organizing abilities. Time management abilities are most crucial in internet

learning or online learning than formal structure which requires self-control so as to

commit satisfactory time to course work. (Balduf, 2009; Britton &Tesser, 1991; Kerr,

Rynearson, & Kerr, 2006; Macan, Shahani, Dipboye, & Phillips, 1990; Trueman &

Hartley, 1996).

In online learning, time management is very essential to students because it helps

them prioritize things-,what things should be done first and what things should be done

later. Improving student’s time management while having online learning will lower the

chance to develop procrastination because they discipline themselves in terms of

obligations and responsibilities - expected of them. Setting a specific time for a specific

errand will improve the organizing ability of a student so that assignments or projects will

not pile up. In general, problem-focused coping is best, as it removes the stressor, and

does dea with the root cause of the problem, providing a long-term solution.

However, it is not always possible to utilize problem-focused strategies. Problem

focused strategies will not work in all given situation where it is beyond the individual’s
 101

control to remove the source of stress. They work best when the person can control the

source of stress. It is not a productive method for all individuals as such not all people are

capable to take control of a situation, or perceived a situation as controllable.

 102

Matrix 7

COPING STRATEGIES: EMOTION FOCUSED COPING

PARTICIPANTS VERBATIM RESPONSES

Aphrodite “Naging natamad na ako bala so waay gid physical

activity, daw dira na nag start gain weight liwat, uhm
ang mga na lose ko nag balik naman and I became to
be very insecure na.”

“Like jog in place kis’a I would ano e, I would have

Athena cardio exercise for at least 30 minutes to 1 hour to”

“bible reading kag lantaw sang mga inspirational

videos sa youtube nga maka up lift sa akon.”

Artemis
“pray and you attend online masses. Continue your
daily routine on what you have done before prior to
the pandemic and prior to the online learning is pray
and attend mass and do rosary as well be thankful to
Ares God.”

“If I have enough time for a break, I would use it to

take a nap. If it's not a nap, I take my time to finish
an episode of Korean drama or a chapter of a
Apollo webtoon story. I also take a few minutes to walk
around the house after sitting for a long period of
time.”

Demeter “Ahumm, if kung needed gid like for example kung

wala kana gid choice kay since online ta ang number
one problem gid is ang internet or ang aton data so
ang kaya koman akun ubrahon mga assignment’s
 103

nga together with my friends pero if ever man bala

nga mag send2 nga wala kana gid choice te need mo
gid man kis-a help sa imo nga friends mo or
classmates mo.”

Dionysus “I’m just finding ways to look on the bright side gid”

“In the past, during my duty days and classes I only

ate twice or once a day. Then ever since I came home
Hades it is the main reason I gained weight.”

Emotion Focused Coping is a form of stress management that attempts to reduce

negative emotional responses associated with stress. Negative emotions such as

embarrassment, fear, anxiety, depression, excitement and frustration are reduced or

removed by the individual by various methods of coping.

Emotion Focused Coping was reported to be used by most of the respondents

due stress in online learning. They gained weight physiologically. As a result of stress

which causes the adrenal glands to release a hormone called cortisol. When this happens,

you may notice an increase in appetite and a desire to eat sugary, salty, or fatty foods.

Our participants reported stress and as a way of coping with these undesirable

experiences they have succumbed to the comforts brought by food as a means to

reconcile their situation (Lindberg, 2021).

According to Akhu-Zaheya, Shaban, & Khater, (2015). Academic stress is

the main source of stress faced by nursing students. The factors leading to academic

stress are preparation for exams, receiving negative feedback from teachers in the

clinical environment, passing theoretical exams or assessments, dissatisfaction with

 104

instructional methods, uncertainty about content and curriculum, gaps between theory

and practice and lack of guidance from teachers. Moreover, other academic stress factors

such as poor communication among teachers and nursing students and lack of support in

their study was viewed as crucial and expected to increase the feelings of frustration

and dissatisfaction among nursing students (Blomberg et al., 2014). Online learning

presents a major risk on physical health, otherwise known as functional health which

results in a trend away from active leisure pursuits and recreational sports and leading

towards a sedentary lifestyle (Wang, Luo, Gao, & Kong, 2012)

To deal with such situations the participants would do some break times as a

means to lessen the stress experienced, the participants would use this time to take a short

nap, watch Korean dramas to distract themselves or indulge in webtoon readings. They

also take a few moments to walk around their house after sitting for an extended period of

time while in online class. Some can no longer deal with their task at hand. The

participants reported asking for help and assistance from friends to effectively cope with

the situation.

In times of emptiness and severe difficulties participants revealed that reading

The Bible, watching inspirational videos, praying the Rosary, attending online masses

asking for guidance, knowledge and wisdom from God can uplift their spirits.

The experience of daily spirituality is known to be able to reduce the existence of

psychological problems in students, when individuals experience more daily spiritual

experiences, psychological problems such as psychological distress, anxiety, depression,

over- identification will decrease (Lace & Reliable, 2017; Ola, 2016; Akin & Akin,

2015). This is in line with (Barmola, 2016) findings in which he discovered that the
 105

spirituality and motivation of students in higher education have a very significant

positive correlation. Spirituality is known to be able to awaken individuals to the

meaning of life, one of which is the importance of education. This proves that the

experience of daily spirituality is important for student academic motivation.

Emotion-focused techniques might be the only realistic option when the source of

stress is outside the person’s control (Lazarus, R. S., & Folkman, S. 1984). In general

people who used emotion-focused strategies reported poorer health outcomes. Such

strategies are ineffective as they ignore the root cause of the stress. Emotion-focused

coping does not provide a long term solution and may have negative side effects as it

delays the person dealing with the problem. However, they can be a good choice if the

source of stress is outside the person’s control. People tend to use emotion-focused

coping when they believe that they can do little to change the stressful situation.
 106

DISCUSSION

This section of the study presents the findings, conclusions and recommendations

based on the foregoing analysis and interpretation of data.

Summary

This study explored the lived experiences and coping strategies of nursing

students towards online learning of the University of San Agustin. Specifically, this study

explored the lived experiences of nursing students towards online learning in terms of

Physical Dimension, Emotional Dimension, Social Dimension, and Spiritual Dimension

and determined the coping strategies used by the nursing students towards online learning

neither Problem Focused Coping or Emotion Focused Coping.

This is a qualitative type of research employing a descriptive - phenomenological

approach. The participants of the study were 12 nursing students in of the College of

Health and Allied Medical Professions - Nursing Program of the University of San

Agustin in Iloilo City, Philippines. They were chosen using the following inclusion

criteria: 1.) currently under flexible learning education implemented by the University of

San Agustin, utilizing modalities such as online learning who are experiencing

difficulties due to the learning approach 2.) age 3.) sex (male/female) 4.) levels (I, II, III,

& V)

Summary of Findings

The results of the study presents the lived experiences of the 12 nursing students

in terms of their physical dimension, emotional dimensions, social dimensions and

spiritual dimensions that were described in the four adaptive modes stipulated in Roy’s
 107

theory the Roy Adaptation Model (RAM) which were physiological-physical, self -

concept, role function and interdependence.

For the physical dimension of the lived experiences of the nursing students, there

is a significant change in the setting, academic environment and activity that led to them

to come across coexisting physical obstacles throughout the duration of their online

learning education. Most of the participants confronted physical difficulties such as

problems regarding their eyesight, headaches, postural problems like back pain, lack of

physical activity, gaining and losing of excessive weight that contributed to their

tiredness and lack of motivation.

Emotionally, most of the nursing students expressed undesirable emotions of

stress, pressure and anxiety. Strenuous academic workload, unstable internet connectivity

and limited physical interaction imposed this emotional instability to nursing students

that had affected their performance in the academe.

The participants lived experiences in terms of their social dimensions have

improved. In spite of the ongoing online education where there is virtually a lack of

physical interaction, student nurses were able to continue, improved and strengthened

their meaningful relationships with friends and especially with family. The participants

were able to connect with friends and peers through the use of social media platforms.

Participants-have spent more time with family building a stronger bond and improving

relationships.

Most of the nursing students’ faith and relationship with God was strengthened in

the face of hurdles or a continued faithfulness due to online learning education coupled

with an ongoing pandemic. The participants relationship and faith to God has never
 108

changed even with the challenges they encountered throughout the pandemic and online

learning. Moreover, it strengthened their faith and became stronger. In addition, most of

the participants shared that they always pray to God. Nursing students believed that

Spirituality had a greater buffering effect on their ability to handle stress. It made

students to become adaptive to change rather than being avoidant. It helped students

discern reality to effectively manage exhaustion.

For the coping strategies, most of the participants made use of the emotion-

focused coping to handle their online learning experience, 4 out of 12 discussed their

coping strategies belonging into problem-focused coping. Participants took break times,

short naps, indulge into entertainment and reading nonacademic related text, praying for

guidance and strength as means to lessen the stress experienced and effectively cope with

the situation while other participants approached their stress through Problem-solving

techniques and time-management.

Conclusion

The abrupt changes in the academic environment and the unorthodox modality of

learning left the nursing students with no choice but to continue with their education

through online. The lived experiences of nursing students were classified into physical

dimension, emotional dimension, social dimension, and spiritual dimension that were

appropriately described through Roy’s Adaptation Model (physiological-physical, self -

concept, role function and interdependence mode.) showed their adaptation with their

online learning journey and experiences. Most of the nursing students have encountered

coexisting physical obstacles caused by excessive screen time exposure, sedentary

lifestyle and poor posture while on class, emotional instability - imposed by strenuous
 109

academic load, academic pressure, anxiety and stress,. While this is true, most of the

nursing students also have maintained, improved and strengthened their social

relationships with friends, peers and especially with family and experienced continued

faithfulness with God all throughout their online academic journey.

The four mode of adaptation the physiological-physical, self - concept, role

function and interdependence mode was also observed in the different aspects of the lived

experiences of the nursing students.

Most of the nursing student failed to adequately cope with their physical lives as

evidenced by their discussions of coexisting physical obstacles,; however, most of the

nursing students retained their relational integrity through giving and receiving of love,

respect and value between and among their loved ones and peers despite being in

emotional distress. Moreover, most of the nursing student experienced improved and

strengthened relations with friends, peers and most notably with family which have

contributed greatly to their well - being while under immense stress and lastly most of

them verbalized that they found refuge in the presence of God that lead them to have

continued faithfulness with Him most especially on this trying times.

The coping strategies of the nursing students mostly were emotion-focused coping,

a form of management that attempts to reduce negative emotional responses associated

with stress. Participants reported to be eating and sleeping more, indulging into

entertainments and praying for guidance and strength as a means to cope while others

approached their situation and experiences differently through problem - solving and

times management.
 110

Recommendations

After a thorough analysis and interpretation of the data, the researchers arrived at

the following recommendations:

Student nurses should be encouraged to take an active part in managing their

physical health while on online learning. Avoidance of sedentary lifestyle by

incorporating light to moderate exercises into daily regimen regularly, consumption of a

balanced diet, adequate sleep and rest habits are recommended to maintain a healthy body.

The family members they are encouraged to continually provide emotional and

social support by showing understanding and care to the nursing students since nursing

students are emotionally distressed and encounter coexisting physical obstacles. The

family should display loving care, understanding and support to help nursing students

cope effectively with the hurdles in their educational journey.

The clinical instructors, university administrators are encouraged to be

considerate and understanding to their students’ situation and to optimize the techniques

in instructions, to manage amount of academic requirements and synchronous screen time

exposure of nursing students in order to help the students reduce their emotional distress

and physical difficulties while in online learning.

University Guidance Counsellor are encouraged to be more vigilant and

responsive in terms of the services they offer for students to avail with. Information

dissemination (utilizing social media platforms, forums and annual events) strategies to

encourage students to use such services to help them manage circumstances in their

personal and academic life.

 111

The future researchers. May conduct further investigation and exploration

related to Nursing students and students in other courses or fields by making use of

different variables such as quality of life, stress management and other variables that

were not employed in this study.

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APPENDICES
 118

Letters

University of San Agustin

General Luna St., 5000 Iloilo City, Philippines

www.usa.edu.ph

COLLEGE OF HEALTH AND ALLIED MEDICAL PROFESSIONS

February 02, 2021

Cyruz P. Tuppal
Dean, College of Health & Allied Medical Professions
University of San Agustin

VIELLA TOLOSA-BALBON, RN, MAN, MaEd

Academic Supervisor, Nursing Program

Greetings!

We, the researcher namely Gumban, John Rey N., Harder, Gio Earl S., Machan,

KC Jun G., Magbanua, Kian Venus C., Mamon, Charina Marie B., Manoba, Arienne

Faye R., Miclat, Arvie P., Mondejar, Manilyn N., and Nobis, Wennie Rose A. Third-year

nursing students of University of San Agustin, will be conducting a research study

entitled, “The Lived Experiences and Coping Strategies of Nursing Students Toward

Online Learning in a University in Iloilo City”, a qualitative research study employing a

descriptive phenomenological design.

 119

In this regard, we respectfully and humbly ask for your permission to allow us to

perform our research study in the different year levels specifically levels I, II, III & V

where we will choose three (3) students from each year level in the College of Health and

Allied Medical Professions - Nursing Program of the University of San Agustin. A letter

of consent will be distributed and will be signed by the participants. The participants will

be selected utilizing a purposive sampling method guided by the inclusion criteria

stipulated in our study. Rest assured that the data we will gather will remain confidential

and to be used in academic purposes only.

We are hoping for your positive response regarding on this humble endeavor.

Your approval to this matter is greatly appreciated and we deeply express our gratitude in

advance for this opportunity.

Thank you!

Respectfully yours,

KC Jun G. Machan
Principal Investigator BSN 3D - Group 3

Noted by:

Estelita Dela Cruz, RN, MAN, PhD

Research Adviser
 120

March 20, 2021

Sr. Gemma Labestre, MST. PhD, RGC, RPsy, LPT

Director, Guidance Services and Testing Center
University of San Agustin

Dear Sr. Labestre,

Greetings in St Agustin!

The undersigned is the Principal Investigator of BSN 3-D Group 3 of the University of
San Agustin, College of Health & Allied Medical Professions, Nursing Program
presently conducting a research study entitled “LIVED EXPERIENCES AND
COPING STRATEGIES OF NURSING STUDENTS TOWARDS ONLINE
LEARNING IN A UNIVERSITY IN ILOILO CITY”.

With your profound expertise, I am honored to invite you to perform a Content Review
on our Researcher's Self - Made Guide Questions.

We believe that with you deep knowledge on this field, your help will be instrumental in
our pursuit of this endeavor

Please feel free to call me at 09957538186 if you have further questions.

Thank you for any help you can offer

Gratefully yours,

KC JUN G. MACHAN
Principal Investigator BSN 3D Group-3

Noted by:

Estelita Dela Cruz, R.N., M.A.N., Ph. D.

Research Adviser
 121

March 20, 2021

Mrs. Angelie D. Mamon Ph.D.

Master Teacher II
Iloilo National High School

Dear Dr. Mamon,

Greetings!

The undersigned is the group leader of BSN 3-D Group 3 of the University of San
Agustin, College of Health & Allied Medical Professions, Nursing Program presently
conducting a research study entitled “LIVED EXPERIENCES AND COPING
STRATEGIES OF NURSING STUDENTS TOWARDS ONLINE LEARNING IN
A UNIVERSITY IN ILOILO CITY”.

With your profound expertise, I am honored to invite you to perform a Content Review
on our Researcher's Self - Made Guide Questions.

We believe that with your deep knowledge on this field, your help will be instrumental in
our pursuit of this endeavour

Please feel free to call me at 09957538186 if you have further questions.

Thank you for any help you can offer

Gratefully yours,

KC JUN G. MACHAN
Principal Investigator BSN 3D Group-3

Noted by:

Estelita Dela Cruz, R.N., M.A.N., Ph. D.

Research Adviser
 122

March 20, 2021

Dr. Bernardo S. Almeria

Principal, Basic Education Department
PHINMA - University of Iloilo

Dear Dr. Almeria,

Greetings!

The undersigned is the group leader of BSN 3-D Group 3 of the University of San
Agustin, College of Health & Allied Medical Professions, Nursing Program presently
conducting a research study entitled “LIVED EXPERIENCES AND COPING
STRATEGIES OF NURSING STUDENTS TOWARDS ONLINE LEARNING IN
A UNIVERSITY IN ILOILO CITY”.

With your profound expertise, I am honored to invite you to perform a Content Review
on our Researcher's Self - Made Guide Questions.

We believe that with your deep knowledge on this field, your help will be instrumental in
our pursuit of this endeavour.

Please feel free to call me at 09957538186 if you have further questions.

Thank you for any help you can offer

Gratefully yours,

KC JUN G. MACHAN
Principal Investigator BSN 3D Group-3

Noted by:

Estelita Dela Cruz, R.N., M.A.N., Ph. D.

Research Adviser
 123

March 27, 2021

Dear Participants:

Greetings in St. Augustine!

We, the BSN 3-D (Group 3) of the University of San Agustin College of Health
and Allied Medical Professions-Nursing Program are presently conducting a research
entitled “LIVED EXPERIENCES AND COPING STRATEGIES OF NURSING
STUDENTS TOWARDS ONLINE LEARNING IN A UNIVERSITY IN ILOILO
CITY”, with an aim of exploring the lived experiences and coping strategies of nursing
students towards online learning, this is in partial fulfillment of our requirements for the
degree of Bachelor of Science in Nursing.

In this connection, we would like to ask for your willingness to take part as one of
the participants of our research study. It will be beneficial on your part; it will help us
better understand your current situation and experiences during this new mode of learning.
And by exploring ones coping strategies to those experiences one can better address their
own situations

The results of this study will be used to provide the students with sufficient
knowledge and skills about the experiences and coping strategies towards online learning
to which will guide and helping them towards tackling education in this new normal
through the use of the innovative solutions.

The researchers will conduct the interview via Google Meet or Zoom meetings for
35 minutes to an hour maximum. However, if the researchers will find the results of this
research incomplete, the researchers may ask for a follow-up interview to be scheduled
based on the availability of both participants and researchers. The interviews to be
conducted via Google Meet and Zoom meetings and will be recorded and will be strictly
 124

kept confidential and used for research purposes only. We humbly ask for your time and
cooperation in answering the questions with utmost honesty and sincerity.

Rest assured that your name will not be used if the results of this research may be
published at some point in the future and the researchers will guarantee to share the
results of the study to you.

The researchers would like to extend their heartfelt gratitude on your willingness
and active participation in the study. Thank you and God bless.

Respectfully yours,

KC Jun G. Machan
Principal Investigator BSN 3D Group-3

Noted by:

Estelita Dela Cruz, R.N., M.A.N., Ph. D.

Research Adviser
 125

Work Plan Schedule

Gantt Chart
LIVED EXPERIENCES AND COPING STRATEGIES OF NURSING STUDENTS
TOWARDS ONLINE LEARNING IN A UNIVERSITY IN ILOILO CITY
 126

LEGEND

DONE
NOT DONE
 127

BUDGET PLAN
“LIVED EXPERIENCES AND COPING STRATEGIES OF NURSING
STUDENTS TOWARDS ONLINE LEARNING IN A UNIVERSITY IN ILOILO
CITY”

Proponent: BSN 3D Group 3 Researchers

Institution: University of San Agustin

Period Covered: November 2020 - February 2021

Details Amount

I. PERSONAL SERVICES

Panelist for Proposal Defense 1, 700.00

II. MAINTENANCE & OTHER OPERATING EXPENSES

Supplies and Materials 1,100.00

III. INDIRECT COST

Instrumentation expenses (Load, Wi-Fi, Electricity Bill) 1,700.00

SUMMARY

Total for Personal Services 1,500.00

Total for Maintenance and Other Operating Expenses 1,000.00

Total for Indirect Cost 1,500.00

GRAND TOTAL P4,500.00

 128

INFORMED CONSENT

I, ________________________, voluntarily participate in the research study

entitled “Lived Experiences and Coping Strategies of Nursing Students Towards Online
Learning in a University in Iloilo City”, with an objective of identifying what are lived
experiences of nursing students towards online learning in terms of Physical dimension,
Emotional dimension, Social dimension and Spiritual dimension and what are the coping
strategies used by the nursing students towards online learning, authored by Machan, KC
Jun G., Magbanua, Kian Venus C., Mamon, Charina Marie B., Manoba, Arienne Faye R.,
Nobis, Wennie Rose A., Mondejar, Manilyn N., Gumban, John Rey M., Harder, Gio Earl
S., and Miclat, Arvie P., a level III nursing students of the University of San Agustin,
College of Health and Allied Medical Professions - Nursing Program.

This research study will benefit me as I am able to participate into the

advancement of science, to exercise my autonomy and take an active role in society and
to better understand my unique experiences and difficulties related to online learning to
which will be a source of profound knowledge to the researchers.

I understand that my participation is purely voluntary and if I agree to join in this

research activity, I will be given this consent form to sign. I have raised my questions,
concerns and queries regarding the methodologies employed by the researchers in this
study and I have received satisfactory explanations and replies regarding the matter. I
may withdraw from the study at any time I wish to do so or if I see any harm or risk
associated with my participation. If I decide to withdraw my participation in the study, I
will continually be treated in a casual and customary fashion.

I also acknowledge by joining in this study that there are no immediate and/or
foreseeable physical, psychological and emotional harm will fall upon me and in an event
that there is, I am offered assistance by the researchers by them providing me with their
contact details (MACHAN, KC JUN G. : kjmachan@usa.edu.ph/ 0 995738186), (Mamon,
 129

Charina Marie B.: 09055735133 /cmmamon@usa.edu.ph ) to which the researcher will

refer me to appropriate authorities if the situation deems it necessary.

As a respondent, I will be properly informed by the researchers of the terms and

conditions regarding the conduct of the said study. My participation in this study requires
me to provide information needed in an honest and candid manner. Since I joined this
study, I am expected to participate in the focused group discussion and interviews. It is
expected as well that all data gathering activities will be documented and recorded via
note and video recordings on Google Meet and Zoom Meetings. I am made aware that I
may be chosen to join either of the focused grouped discussion or in a one on one
interview depending on my availability and preference and that it may last from 35
minutes to an hour or 2 hours maximum or until the researchers find the data collected is
enough to answer their research objectives.

All data will be stored and secured in a file wherein it will be encrypted with a
password that can be only accessed and opened by the researchers. After the final
research report, all data collected, may it be in soft or hard copy, will be discarded and
permanently deleted. Moreover, the information to be collected or results may be used in
nursing publications or presentations. I understand that the data will be gathering and
interpreted using Collaizi's (1978) 7 step method

In this study the anonymity of the respondents are regarded thus my identity is
kept. Being a respondent, my sincere interest in participating in this study is expected and
I do not have any other motives such as getting any remuneration. As well as I allow the
researchers to present and publish the results of this study to any journal publications,
paper presentations and research conferences.

As a sign of my agreement to the terms and conditions herewith I will attach here
in my electronic signature in this form and keep a copy of this.
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_______________________ _______________________
Participant Date
_____________________ _______________________
Machan, KC Jun G. Date
Principal Researcher
______________________ _______________________
Magbanua, Kian Venus C. Date
Co-Researcher
______________________ _______________________
Mamon, Charina Marie B. Date
Co-Researcher
______________________ _______________________
Manoba, Arienne Faye R. Date
Co-Researcher
______________________ _______________________
Nobis, Wennie Rose A. Date
Co-Researcher
______________________ _______________________
Mondejar, Manilyn N. Date
Co-Researcher
______________________ _______________________
Gumban, John Rey M. Date
Co-Researcher
______________________ _______________________
Harder, Gio Ear S Date
Co-Researcher
______________________ _______________________
Miclat, Arvie P. Date
Co-Researcher
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Guide Questions

Dear Respondent:

Warm Greetings!

As an academic requirement to our research subject to finish the degree Bachelor

of Science in Nursing in the University of San Agustin, our group presents the study
Lived Experiences and Coping Strategies of Nursing Students towards online learning in
a University in Iloilo.

This guided interview includes 3 parts, Part 1 (Respondents Information), Part 2

(Lived Experiences) and Part 3 (Coping Strategies) and will last about for 30 minutes and
you can answer at your convenient time. Participation in this interview is entirely
voluntary and there is no known or anticipated risk in this study. All information
provided will be kept in utmost confidentiality and would be used for academic purposes
only.

We are hoping for your favourable response and full cooperation to complete this
study. To indicate your approval to become a respondent and to indicate that you have
understood the purpose of the study, kindly affix your signature in the consent form
attached.

With regard to any question and concern about the content of this survey,
we are available for inquiry through kjmachan@usa.edu.ph. or message at 09957538186.
Thank you in advance for your cooperation.

Email address:
______________
I have read the above description and understood the content *
O Yes
O No
I consent myself to answer this survey knowing that my answer will be confidential and
will be used for academic purposes only: *
O Yes
O No
 132

LIVED EXPERIENCES AND COPING STRATEGIES OF NURSING STUDENTS

TOWARDS ONLINE LEARNING IN A UNIVERSITY IN ILOILO CITY

Guide Questions

This Guide questions will gather information to explore the lived experiences and

Coping strategies of nursing students towards online learning. You are in the best

position to provide the data needed in this study. Please answer all of the questions

indicated below. Please do not leave any item unanswered. The statement asks about your

opinion. There are no right and wrong answers. This information that you will provide us

will remain strictly confidential.

I. Respondent Information

Name (Optional):
Age:
Sex:
Year:
Residence:
II. Lived Experiences

Physical

1. Tell & narrate as much as you like how online learning affected you in terms of physical
problems & complications, physical changes & daily physical activity performance.
2. Describe the frequency of the physical problems and complications, physical changes in
the daily activities.
3. Do you experience other physical complications? If yes, what are those and how often
do you experience that?
 133

Emotional

1. Tell & narrate as much as you like What are the effects of online learning on your
thoughts and emotions? What changes did it give you mentally and emotionally?
2. How do you see yourself having online class?
3. Have you ever thought of withdrawing or continue studying through online learning? If
yes, why?
4. Did you feel pressure or stress in dealing with online class?
5. Have you asked anyone for advice or comfort? And why?
6. How do you feel about yourself during online learning?
Social

1. Describe and narrate as much as you like the effects of online learning in your social
life: How did it affect your relationships with family, friends and your community?
2. How your interaction with your family and friends despite staying home and having
online class?
3. How is your relationship with your family, friends, and neighbour’s?
4. Are you still able to attend special occasions or gatherings? If yes, how?
5. Do you still do your daily routines, hobbies (e.g., going to the mall, groceries, shopping,
travelling)?
6. How do you catch up with your friends?
7. Do you experience any difficulties in managing your time between your family and
online learning? If yes, why?
8. During online learning, did your relationship with your family become stronger? If yes,
how?
Spiritual

1. Tell & Narrate as much as you like how online learning affected your faith &
relationship with God and your Church.
2. How often do you go to church ever since online learning began?
3. Have you ever lost hope and faith in God? If yes, why?
4. How do you describe your relationship with God, in relation to your current situation
where you are under online learning?
5. How are you able to manage your time with God despite having many tasks or
requirements to do?
III. Coping Strategies

Physical
 134

1. Tell & narrate as much as you like how you cope with the physical challenges,
problems, complications and difficulties of Online Learning.
2. How are you able to cope with your current situation that you are in online learning?
3. What are your daily activities since you are in online learning?
4. How do you spend your time for rest?
5. How did your eating habits and elimination pattern change?
6. How do you maintain your physical health?
7. How do you involve yourself in class participation despite having physical difficulties?
8. Do you ask assistance from anyone in order to accomplish your assignments and/or
requirements?

Emotional

1. Tell & Narrate as much as you like how you cope with the stress, anxiety, depression,
limitations, & difficulties of Online Learning
2. How do you cope with your emotions since you are in online learning?
3. How is your relationship with family and friends?

Social

1. Tell & Narrate as much as you like how you have enhanced your relationship during
online learning
2. What are your activities that promote your self-esteem?
3. What are your activities that help you improve your relationships with your family,
friends, and significant other, etc.?
4. What are those activities that you engage in order to manage or alleviate anxiety and/
depression?

Spiritual

1. Tell & Narrate as much as you like how you have enhanced your relationship with God
and how you have grown in your faith during online learning.
2. How often do you pray and what do you pray for?
3. What are your spiritual practices or routines?
4. Does online learning affect your faith in God? If yes How.
135
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137
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INTERVIEW SCHEDULE
LIVED EXPERIENCES AND COPING STRATEGIES OF NURSING STUDENTS
TOWARDS ONLINE LEARNING IN A UNIVERSITY IN ILOILO CITY

Interviewer
Machan, KC Jun G. ( Principal Investigator )
Harder, Gio Ear S. ( Co - Investigator )
Miclat, Arvie P. ( Co - Investigator )

Interviewee
6 Nursing students
Two (2) level I Nursing student
Two (2) level II Nursing student
One (1) level III Nursing student
One (1) level V Nursing student

Data Collection Type

Focused Group Discussion via Google Meet

Date of Interview
July 18, 2021 @ 8:30 pm
Estimated Time of Interview
1 hour & 45 minute to 2hours maximum or until data is sufficiently collected

Program

Semi - Structured Interview via Google Meet

Participant Time of Interview Date

level I Nursing student 08:00 AM - 08:35 AM July 19, 2021

level II Nursing student, 10:00 AM - 10:35 AM July 20, 2021

level III Nursing student, 08:00 AM - 08:35 AM July 21, 2021

level V Nursing student, 10:00 AM - 10:35 AM July 22, 2021

 139

Interviewer
Magbanua, Kian Venus C.
Mamon, Charina Marie B.
Manoba, Arienne Faye R.
Nobis, Wennie Rose A.
Mondejar, Manilyn N.
Gumban, John Rey M.

Interviewee
6 Nursing student
One (1) level I Nursing student
One (1) level II Nursing student
Two (2) level III Nursing student
Two (2) level V Nursing student

Data Collection Type

Semi - Structured iInterview via Google Meet
Date of Interview
July 19, 20, 21, & 22, 2021
Estimated Time of Interview
35 minutes to 1 hour or until data is sufficiently collected
140
141
 142

PRINCIPAL INVESTEGATOR CURRICULUM VITAE

MACHAN, KC Jun G.

Molo, Iloilo City

09957538186

kjmachant@usa.edu.ph

Personal Profile
Age: 21
Gender: Male
Date of Birth: June 02, 1999
Place of Birth: Iloilo City, Iloilo
Nationality: Filipino
Religion: Roman Catholic
Name of Parents:
Mother: Janet G. Machan
Father: Fernando T. Machan Jr.
Hobbies: Coffee enthusiast, Hosting and Watching documentaries.

Educational Background:

Elementary: Baluarte Elementary School Year: 2006-2012

Junior High School: PHINMA - University of Iloilo Year: 2012-2014

PHINMA - University of Iloilo Year: 2014-2016

Senior High School: West Visayas State University - SHS Year: 2016-2018

College: University of San Agustin Year: 2018-Present

 143

CO - INVESTIGATOR CURRICULUM VITAE

Miclat, Arvie P.

Passi City, Iloilo

09661651885

amiclat@usa.edu.ph

Personal Profile
Age: 21
Gender: Female
Date of Birth: November 7, 1999
Place of Birth: Malolos, Bulacan
Nationality: Filipino
Religion: Roman Catholic
Name of Parents:
Mother: Lydevie P. Miclat
Father: Arnel V. Miclat
Hobbies: Sleeping, Watching movies, Anime, Korean Drama, Listening to music,
reading wattpad and webtoons.

Educational Background:

Elementary: Cabunga Elementary School Year: 2006- 2012

Junior High School: Passi National Highschool Year: 2012- 2014

Passi National High School Year: 2014 - 2016

Senior Highschool: Passi National High School Year: 2016-2018

College: University of San Agustin Year: 2018- Present

 144

CO - INVESTIGATOR CURRICULUM VITAE

Magbanua, Kian Venus C.

Quinar-upan Bingawan Iloilo

09469159481

kvmagbanua@usa.edu.ph

Personal Profile

Age: 21
Gender: Female
Date of Birth: April 21,2000
Place of Birth: Lambunao, Iloilo
Nationality: Filipino
Religion: Roman Catholic
Name of Parents:
Mother: Mary Jean Magbanua
Father: Rommel Cayumo
Hobbies: Watching movies, Anime, Korean Drama, listening to music, drawing.

Educational Background:

Elementary: Quinar-upan Elementary School Year: 2006- 2012

Junior High School: Bingawan National High School Year: 2012- 2014

Bingawan National High School Year: 2014 - 2016

Senior Highschool: University of San Agustin Year: 2016-2018

College: University of San Agustin Year: 2018- Present

 145

CO - INVESTIGATOR CURRICULUM VITAE

Mamon, Charina Marie B.

Dulonan Arevalo, Iloilo City

09055735133

cmmamon@usa.edu.ph

Personal Profile
Age: 21
Gender: Female
Date of Birth: November 10, 1999
Place of Birth: Iloilo Mission Hospital
Nationality: Filipino
Religion: Roman Catholic
Name of Parents:
Mother: Maria Roselle B. Mamon
Father: Shielef J. Mamon
Hobbies: Eating sweets, Watching movies and vlogs, Korean Dramas, Listening to
Music.

Educational Background:

Elementary: Holy Rosary Academy, Inc. Molo Iloilo City Year: 2006- 2012

Junior High School: Holy Rosary Academy, Inc. Molo Iloilo City Year: 2012- 2014

Holy Rosary Academy, Inc. Molo Iloilo City Year: 2014 - 2016

Senior Highschool: University of San Agustin Year 2016-2018

College: University of San Agustin Year: 2018- Presen

 146

CO - INVESTIGATOR CURRICULUM VITAE

Mondejar, Manilyn N.

Macalbang Concepcion Iloilo

09515350391

mmondejar@usa.edu.ph

Personal Profile
Age: 21
Gender: Female
Date of Birth: September 18, 1999
Place of Birth: Macalbang Concepcion Iloilo
Nationality: Filipino
Religion: Roman Catholic
Name of Parents:
Mother: Yelene N. Mondejar
Father: Flavio D. Mondejar Sr.
Hobbies: Watching movies , Taking care of my pets, Going to some tourist spots if I
have time, Walking around with my dogs, listening to music, and reading some short
stories.

Educational Background:

Elementary: Macalbang Elementary School Year: 2006- 2012

Junior High School: Roberto H. Tirol National Highschool Year: 2012- 2014

Roberto H.Tirol National High School Year: 2014 - 2016

Senior Highschool: Roberto H. Tirol National High School Year: 2016-2018

College: University of San Agustin Year: 2018- Present

 147

CO - INVESTIGATOR CURRICULUM VITAE

Nobis, Wennie Rose A

Rizal St. Poblacion Barotac Viejo, Iloilo

09073948764

wrnobis@usa.edu.ph

Personal Profile
Age: 22
Gender: Female
Date of Birth: November 10, 1998
Place of Birth: Barotac Viejo, Iloilo
Nationality: Filipino
Religion: Roman Catholic
Name of Parents:
Mother: Judy Holy A. Nobis
Father: Gener A. Nobis
Hobbies: Watching Movies, Sleeping and Cooking

Educational Background:

Elementary: St. Paul School Barotac Viejo,Iloilo INC. Year: 2006 - 2012

Junior High School: St. Paul School Barotac Viejo,Iloilo INC. Year: 2012 - 2014

St. Paul School Barotac Viejo,Iloilo INC. Year: 2014 - 2016

Senior Highschool: St. Paul School Barotac Viejo,Iloilo INC. Year: 2016 - 2018

College: University of San Agustin Year: 2018 - Present

 148

CO - INVESTIGATOR CURRICULUM VITAE

Manoba, Arienne Faye R.

Bubog, Numancia, Aklan

09195519798

amanoba@usa.edu.ph

Personal Profile
Age: 21
Gender: Female
Date of Birth: September 21, 1999
Place of Birth: Pob. Tangalan, Aklan
Nationality: Filipino
Religion: Roman Catholic
Name of Parents:
Mother: Glen R. Manoba
Father: Alfonso N. Manoba, Jr.
Hobbies: Cooking, listening to music, watching movies and Vlogs

Educational Background:

Elementary: Kalibo Sun Yat Sen School Year: 2003-

2012

Junior High School: Aklan Catholic College Year: 2012- 2014

Aklan Catholic College Year: 2014- 2016

Senior Highschool: Garcia College of Technology Year: 2016- 2018

College: University of San Agustin Year: 2018-

Present
 149

CO - INVESTIGATOR CURRICULUM VITAE

Gumban, John Rey M.

Pal-agon, Pavia, Iloilo

09279274623

jrgumban@usa.edu.ph

Personal Profile
Age: 21
Gender: Male
Date of Birth: January 6, 2000
Place of Birth: Iloilo St. Paul’s Hospital
Nationality: Filipino
Religion: Roman Catholic
Name of Parents:
Mother: Estrellita M. Gumban
Father: Reynold J. Gumban
Hobbies: Playing volleyball

Educational Background:

Elementary: Pal-agon Amparo Elem. School Year: 2003- 2012

Junior High School: Pavia National Highschool Year: 2012- 2014

Pavia National Highschool Year: 2014- 2016

Senior Highschool: Pavia National Highschool Year: 2016- 2018

College: University of San Agustin Year: 2018- Present

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CO - INVESTIGATOR CURRICULUM VITAE

Harder, Gio Earl S.

Iloilo City

09661868705

gharder@usa.edu.ph

Personal Profile
Age: 21
Gender: male
Date of Birth: November 18, 1999
Place of Birth: Malolos, Bulacan
Nationality: Filipino
Religion: Roman Catholic
Name of Parents:
Mother: Leonor S. Harder
Father: Geovanie D. Harder
Hobbies: Sleeping, Watching movies, Anime, Listening to music, Computer games

Educational Background:

Elementary: Holy Trinity University Year: 2006- 2012

Junior High School: Holy Trinity University Year: 2012- 2014

Holy Trinity University Year: 2014 - 2016

Senior Highschool: Holy Trinity University Year: 2016-2018

College: University of San Agustin Year: 2018- Present