ArticleTeaching and learning in nursing : official journal of the National Organization for Assciate Degree Nursing2021
Learning environment and evidence among professionals and students satisfaction (LEAPS), experienced during the COVID-19 pandemic.
Article in Teaching and learning in nursing : official journal of the National Organization for Assciate Degree Nursing, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers, 1 of them a synthesis that pooled it.
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7 citing papers in PubMed, 1 synthesis or guideline pooled it, 36 citations in OpenAlex.
- Digital Strategies Utilised to Encourage Undergraduate Nursing Students' Engagement in Online Units of Study Throughout the COVID-19 Pandemic: A Systematic Review.Nursing open · 2026Pooled it
- Clinical education during a crisis lived experiences of nursing students in Sweden during the COVID-19 pandemic.BMC nursing · 2025Article
- Final-year nursing students' perceptions of humanistic education in nursing: a cross-sectional descriptive study.BMC medical education · 2024Article
- Assessment the satisfaction level of faculty members from virtual teaching during corona crisis in Rafsanjan School of Medicine.Journal of education and health promotion · 2024Article
- Article
- Baccalaureate nursing students' experiences of how the COVID-19 pandemic influenced learning - a mixed method study.BMC nursing · 2022Article
- Impact of the COVID-19 pandemic on mental health of nursing students in Japan: protocol for a cross-sectional study.BMJ open · 2021Article
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Authors and funding
6 authors at 1 institution in 1 country.
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Abstract
The COVID-19 pandemic required schools to transition courses to an online platform. This shift to Emergency Remote Teaching (ERT) created gaps in the literature about its impact on students. The purpose of this study was to test the relationship between learner and instructional attributes and learner satisfaction with ERT. A modified version of the Student Satisfaction Survey assessed learner and instructional attributes and learner satisfaction among a convenience sample of 12 graduate and 83 undergraduate nursing students. Open-ended questions assessed students' responses to their satisfaction with ERT. Multiple regression analysis was used to test associations of learner and instructional attributes with student satisfaction. Overall satisfaction with ERT was neutral with a mean of 2.76 on a 1 to 5 scale; students rated instructional attributes higher with a mean of 3.64. Instructional engagement/technology use (single factor) and learner technology competence were associated with student satisfaction, beta = 0.93(0.09),
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