ANXIETY AND COPING STRATEGIES AMONG THE NURSING STUDENTS IN A SELECTED COLLEGE OF NURSING DURING THE IMPLEMENTATION OF ONLINE LEARNING
DOI:
https://doi.org/10.46827/ejphs.v5i2.120Keywords:
anxiety, coping strategies, level of anxiety, online learning, implementation of online learning, COVID-19 pandemicAbstract
During the COVID-19 pandemic, education was one of the hardest hit industries. A radical change in learning and study habits, as well as the study environment, can stress students, especially college students. There are many ways to cope with stressful situations and expectations, including behavioral and cognitive methods. Preventing stress is possible with a variety of coping skills. Anxiety and stress can have a significant impact on a person's overall health. This study seeks to provide benchmarking data as a starting point. Researchers used descriptive correlational analysis to see if two variables were related. The researcher had no control over either variable. It is designed to find out if there is any existence. The data shows a link between both variables' values changing in the same way. This study's goal is to learn more about college students' anxiety levels and coping mechanisms. The cross-sectional approach was used to collect data because it allows researchers to collect data from a population at a single point in time. As a result, researchers will gather knowledge without harming the environment.
References
Adnan, M., & Anwar, K. (2020). Online Learning amid the COVID-19 Pandemic: Students' Perspectives. On Kecojevic, A., Basch, C. H., Sullivan, M., & Davi, N. K. (2020). The impact of the COVID-19 epidemic on the mental health of undergraduate students in New Jersey, cross-sectional study. PloSone, 15(9), e0239696. ine Submission, 2(1), 45-51. Retrieved from https://eric.ed.gov
Ala’a, B., Akour, A., & Alfalah, L. (2020). Is It Just About Physical Health? An Online Cross-Sectional Study Exploring the Psychological Distress Among University Students in Jordan in the Midst of COVID-19 Pandemic. Frontiers in Psychology, 11. Retrieved from https://doi.org/10.3389/fpsyg.2020.562213
AlAteeq, D. A., Aljhani, S., & AlEesa, D. (2020). Perceived stress among students in virtual classrooms during the COVID-19 outbreak in KSA. Journal of Taibah University Medical Sciences, 15(5), 398-403. Retrieved from https://doi.org/10.1016/j.jtumed.2020.07.004
Alemany-Arrebola, I., Rojas-Ruiz, G., Granda-Vera, J., & Mingorance-Estrada, Á. C. (2020). Influence of COVID-19 on the Perception of Academic Self-Efficacy, State Anxiety, and Trait Anxiety in College Students. Frontiers in psychology, 11. Retrieved from https://doi.org/10.3389/fpsyg.2020.570017
Al-Hanawi, M. K., Mwale, M. L., Alshareef, N., Qattan, A. M., Angawi, K., Almubark, R., & Alsharqi, O. (2020). Psychological distress amongst health workers and the general public during the COVID-19 pandemic in Saudi Arabia. Risk Management and Healthcare Policy, 13, 733. Retrieved from https://doi.org/10.2147/RMHP.S264037
Almarzooq, Z., Lopes, M., & Kochar, A. (2020). Virtual learning during the COVID-19 pandemic: a disruptive technology in graduate medical education. Retrieved from https://doi.org/10.1016/j.jacc.2020.04.015
Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1-13. Retrieved from https://doi.org/10.1016/j.iheduc.2015.04.007
Cazan, Ana-Maria (2014). Self-Regulated Learning and Academic Achievement in The Context of Online Learning Environments. The International Scientific Conference eLearning and Software for Education 3: 90-95. Bucharest: "Carol I" National Defence University. Retrieved from https://www.researchgate.net
Cazan, A. M. (2015). Learning motivation, engagement and burnout among university students. Procedia-Social and Behavioral Sciences, 187, 413-417. Retrieved from https://doi.org/10.1016/j.sbspro.2015.03.077
Centers for Disease Control and Prevention (2020). Considerations for events and gatherings. Retrieved from https://scholarworks.wmich.edu Coronavirus, N. (2019). Situation Report-1 21 January 2020. World Health, 251.
Cullen, W., Gulati, G., & Kelly, B. D. (2020). Mental healthintheCovid-19pandemic. QJM: An International Journal of Medicine, 113(5), 311-312. Retrieved from https://doi.org/10.1093/qjmed/hcaa110
Fawaz, M., & Samaha, A. (2020, January). E‐learning: Depression, anxiety, and stress symptomatology among Lebanese university students during COVID‐19 quarantine. In Nursing Forum. Retrieved from https://doi.org/10.1111/nuf.12521
Garcia, R. S. (2021). Influence of Self-Directed Learning Skills on the Academic Adjustment in an Online Learning Platform Among Level I And II Student Nurse. Retrieved from https://www.researchgate.net
Green, J. K., Burrow, M. S., & Carvalho, L. (2020). Designing for transition: supporting teachers and students cope with emergency remote education. Postdigital Science and Education, 2(3), 906-922. Retrieved from https://link.springer.com/
Gupta, S., & Sahoo, S. (2020). Pandemic and mental health of the front-line healthcare workers: a review and implications in the Indian context amidst COVID- 19. General Psychiatry, 33(5). Retrieved from https://doi.org/10.1136/gpsych-2020-100284
Hasan, N., & Bao, Y. (2020). Impact of “e-Learning crack-up” perception on psychological distress among college students during COVID-19 pandemic: A mediating role of “fear of academic year loss”. Children and Youth Services Review, 118,105355. Retrieved from https://doi.org/10.1016/j.childyouth.2020.105355
John Hopkins University and Medicine (2020). Coronavirus resource centre. https://coronavirus.jhu.edu/map.html
Kamaludin, K., Chinna, K., Sundarasen, S., Khoshaim, H. B., Nurunnabi, M., Baloch, G. M., ... & Hossain, S. F. A. (2020). Coping with COVID-19 and movement control order (MCO): experiences of university students in Malaysia. Heliyon ,6(11),e05339. Retrieved from https://doi.org/10.1016/j.heliyon.2020.e05339
Krishnamoorthy, Y., Nagarajan, R., Saya, G. K., & Menon, V. (2020). Prevalence of psychological morbidities among the general population, healthcare workers and COVID-19 patients amidst the COVID-19 pandemic: A systematic review and meta-analysis. Psychiatry research, 293, 113382. Retrieved from https://doi.org/10.1016/j.psychres.2020.113382
Kutlu, M. O., Yapıcı, A. & Yılmaz, C. (2019). The Use of “Learner Control Strategy” in Courses of Law Faculties in State and Private Universities. Maarif Mektepleri Uluslararası Eğitim Bilimleri Dergisi, 3 (2), 89-102. Retrieved from https://doi.org/10.46762/mamulebd.637573
Lan, H. T. Q., Long, N. T., & Van Hanh, N. (2020). Validation of depression, anxiety and stress scales (DASS-21): Immediate psychological responses of students in the e-learning environment. International Journal of Higher Education, 9(5). Retrieved from https://doi.org/10.5430/ijhe.v9n5p125
Lyons, Z., Wilcox, H., Leung, L., & Dearsley, O. (2020). COVID-19 and the mental well-being of Australian medical students: impact, concerns and coping strategies used. Australasian Psychiatry, 1039856220947945. Retrieved from https://doi.org/10.1177/1039856220947945
Maddux, J. E., & Volkmann, J. (n.d.). Self-Efficacy. Handbook of Personality and Self-Regulation, 315–331. Retrieved from https://doi.org/10.1002/9781444318111.ch14
Mishra, A., Rani, S., & Bhardwaj, U. D. (2017). Effectiveness of e-learning module on first aid: a study on student nurses. International Journal of Nursing Education, 9(3), 6-10. Retrieved from http://www.indianjournals.com
Nicol, D. (2010). From monologue to dialogue: improving written feedback processes in mass higher education. Assessment & Evaluation in Higher Education, 35(5),501-517. Retrieved from https://doi.org/10.1080/02602931003786559
Nurunnabi, M., Hossain, S. F. A. H., Chinna, K., Sundarasen, S., Khoshaim, H. B., Kamaludin, K., ... & Shan, X. (2020). Coping strategies of students for anxiety during the COVID-19 pandemic in China: a cross-sectional study. F1000 Research, 9. Retrieved from https://doi.org/10.12688/f1000research.25557.1
Oducado, R. M. F., & Soriano, G. P. (2021). Shifting the Education Paradigm amid the COVID-19 Pandemic: Nursing Students’ Attitude to E-learning. Africa Journal of Nursing and Midwifery, 23(1). Retrieved from https://doi.org/10.25159/2520-5293/8090
Radovan, M. (2011). The Relation between Distance Students' Motivation, Their Use of Learning Strategies, and Academic Success. Turkish Online Journal of Educational Technology-TOJET, 10(1), 216-222. Retrieved from www.eric.ed.gov
Rakes, G. C., & Dunn, K. E. (2010). The Impact of Online Graduate Students' Motivation and Self-Regulation on Academic Procrastination. Journal of Interactive Online Learning, 9(1). Retrieved from http://citeseerx.ist.psu.edu
Remtulla, R. (2020). The present and future applications of technology in adapting medical education amidst the COVID-19 Pandemic. JMIR medical education, 6(2), e20190. Retrieved from https://doi.org/10.2196/20190
Restubog, S. L. D., Ocampo, A. C. G., & Wang, L. (2020). Taking control amidst the chaos: Emotion regulation during the COVID-19 pandemic. Retrieved from https://doi.org/10.1016/j.jvb.2020.103440
Romero-Blanco, C., Rodríguez-Almagro, J., Onieva-Zafra, M. D., Parra-Fernández, M. L., Prado-Laguna, M. D. C., & Hernández-Martínez, A. (2020). Sleep pattern changes in nursing students during the COVID-19 lockdown. International Journal of Environmental Research and Public Health, 17(14), 5222. Retrieved from https://doi.org/10.3390/ijerph17145222
Samat, M. F., Awang, N. A., Hussin, S. N. A., & Nawi, F. A. M. (2020). Online Distance Learning Amidst Covid-19 Pandemic Among University Students. Asian Journal of University Education, 16(3), 220-233. Retrieved from https://doi.org/10.24191/ajue.v16i3.9787.
Shahzad, A., Hassan, R., Aremu, A. Y., Hussain, A., & Lodhi, R. N. (2020). Effects of COVID-19 in E-learning on higher education institution students: the group comparison between male and female. Quality & quantity, 1-22. Retrieved from https://doi.org/10.1007/s11135-020-01028-z
Sharififard, F., Asayesh, H., Hosseini, M. H. M., & Sepahvandi, M. (2020). Motivation, self-efficacy, stress, and academic performance correlation with academic burnout among nursing students. Journal of Nursing and Midwifery Sciences,7(2),88. Retrieved from https://doi.org/10.4103/JNMS.JNMS_30_19
Sheroun, D., Wankhar, D., Devrani, A., Lissamma, P. V., & Chatterjee, K. (2020). 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. International Journal of Science and Healthcare Research, 5(2), 280-288. Retrieved from www.cloudfront.net
Sims, R. (2003). Promises of interactivity: Aligning learner perceptions and expectations with strategies for flexible and online learning. Distance Education, 24(1), 87-103. Retrieved from https://doi.org/10.1080/01587910303050
Song, L., & Hill, J. R. (2007). A conceptual model for understanding self-directed learning in online environments. Journal of Interactive Online Learning, 6(1), 27-42. Retrieved from www.researchgate.net
Surkhali, B., & Garbuja, C. K. (2020). Virtual Learning during COVID-19 Pandemic: Pros and Cons. Journal of Lumbini Medical College, 8(1), 2-pages. Retrieved from https://doi.org/10.22502/jlmc.v8i1.363
Tahir, M., Butt, M. W. U., Sheikh, G. M., Yasmeen, R., & Raza, T. (2020). Factors contributing to stress and anxiety in undergraduate medical students. The Professional Medical Journal, 27(12), 2769-2774. Retrieved from https://doi.org/10.29309/TPMJ/2020.27.12.4598
Yang, H., Bin, P., & He, A. J. (2020). Opinions from the epicenter: An online survey of university students in Wuhan amidst the COVID-19 outbreak. Journal of Chinese Governance, 5(2), 234-248. Retrieved from https://doi.org/10.1080/23812346.2020.1745411
Ye, Z., Yang, X., Zeng, C., Wang, Y., Shen, Z., Li, X., & Lin, D. (2020). Resilience, social support, and coping as mediators between COVID‐19‐related stressful experiences and acute stress disorder among college students in China. Applied Psychology: Health and Well‐Being,12(4), 1074-1094. Retrieved from https://doi.org/10.1111/aphw.12211.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
