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Emotional Impact of COVID-19 Pandemic on Nursing Students Receiving Distance Learning: An Explorative Study

Author

Listed:
  • Alfredo Manuli

    (AOU Policlinico “G. Martino”, 98125 Messina, Italy)

  • Maria Grazia Maggio

    (Department of Biomedical and Biotechnological Science, University of Catania, 95123 Catania, Italy)

  • Gianluca La Rosa

    (AOU Policlinico “G. Martino”, 98125 Messina, Italy)

  • Vera Gregoli

    (Department of Statistics, Università degli Studi di Messina-Piazza Pugliatti, 1, 98122 Messina, Italy)

  • Daniele Tripoli

    (Oncology Unit, Azienda Ospedaliera Papardo, 98158 Messina, Italy)

  • Fausto Famà

    (AOU Policlinico “G. Martino”, 98125 Messina, Italy)

  • Valentina Oddo

    (Department of Statistics, Università degli Studi di Messina-Piazza Pugliatti, 1, 98122 Messina, Italy)

  • Giovanni Pioggia

    (Institute for Biomedical Research and Innovation, National Research Council of Italy (IRIB-CNR), 98164 Messina, Italy)

  • Rocco Salvatore Calabrò

    (Neurorehabilitation Unit, IRCCS Centro Neurolesi “Bonino Pulejo”, 98121 Messina, Italy)

Abstract

Social restrictions have a significant impact on higher education, especially on nursing students. The main goal of our study was to assess the emotional state of nursing students who received e-learning during the second wave of the COVID-19 pandemic. The secondary objective was instead to measure the usability and acceptability of distance learning systems. A cross-sectional survey design was used to assess the psychological effects of the COVID-19 pandemic on 1st-, 2nd-, and 3rd-year undergraduate nursing students attending the University of Messina, Italy, using an anonymous online questionnaire. The data of 522 nursing students were examined. All participants completed the online questionnaire, declaring the good usability of e-learning education (SUS mean 68.53 ds: 16.76). Moreover, we found that high levels of satisfaction in the use of the means of distance learning (based on the SUS score) were positively correlated with low levels of stress, anxiety, depression, and mental distress. In conclusion, the present study provided relevant information on usability and mental distress related to e-learning and use in a sample of nursing students. It was found that students generally found this method to be good for use. Although e-learning can be a valuable and usable teaching tool, the study suggests that students prefer a blended or presence modality, based on their perception of learning. So teaching nursing students in the future could integrate the two ways to enhance learning. Further studies are needed to evaluate this aspect.

Suggested Citation

  • Alfredo Manuli & Maria Grazia Maggio & Gianluca La Rosa & Vera Gregoli & Daniele Tripoli & Fausto Famà & Valentina Oddo & Giovanni Pioggia & Rocco Salvatore Calabrò, 2022. "Emotional Impact of COVID-19 Pandemic on Nursing Students Receiving Distance Learning: An Explorative Study," IJERPH, MDPI, vol. 19(17), pages 1-10, August.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:17:p:10556-:d:896492
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    References listed on IDEAS

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    1. Giorgio Di Pietro & Federico Biagi & Patricia Costa & Zbigniew Karpinski & Jacopo Mazza, 2020. "The likely impact of COVID-19 on education: Reflections based on the existing literature and recent international datasets," JRC Research Reports JRC121071, Joint Research Centre.
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    3. Maria Grazia Maggio & Maria Chiara Stagnitti & Patrizia Calatozzo & Antonino Cannavò & Daniele Bruschetta & Marilena Foti Cuzzola & Alfredo Manuli & Giovanni Pioggia & Rocco Salvatore Calabrò, 2021. "What about the Consequences of the Use of Distance Learning during the COVID-19 Pandemic? A Survey on the Psychological Effects in Both Children and Parents," IJERPH, MDPI, vol. 18(23), pages 1-8, November.
    4. Cristina Mazza & Eleonora Ricci & Silvia Biondi & Marco Colasanti & Stefano Ferracuti & Christian Napoli & Paolo Roma, 2020. "A Nationwide Survey of Psychological Distress among Italian People during the COVID-19 Pandemic: Immediate Psychological Responses and Associated Factors," IJERPH, MDPI, vol. 17(9), pages 1-14, May.
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