Evidence map›Paper›PMID 35506683›Full record

ArticleInquiry : a journal of medical care organization, provision and financing

An Exploratory-Descriptive Study on the Impact of COVID-19 on Teaching and Learning: The Experiences of Student Nurses in the Rural-Based Historically Disadvantaged University of South Africa.

Lufuno Makhado, Ofhani P Musekwa, Masane Luvhengo, Tinotenda Murwira, Rachel T Lebese, Mercy T Mulaudzi, Maphuti J Chueng

Open access · goldAbstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Inquiry : a journal of medical care organization, provision and financing. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers, 1 of them a synthesis that pooled it.

0numbers the graph read from it
0cells of the map it votes in
4citing papers in PubMed, 1 pooled it
1.9field-weighted citation impact, top 15% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

4 citing papers in PubMed, 1 synthesis or guideline pooled it, 10 citations in OpenAlex.

  1. Pooled it
  2. Article
  3. Review
  4. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

7 authors at 1 institution in 1 country.

Lufuno MakhadoDepartment of Public Health, Faculty of Health Sciences, University of Venda, Thohoyandou, South Africa.ORCID 0000-0003-1689-9308
Ofhani P MusekwaOffice of the Dean, Faculty of Health Sciences, University of Venda, Thohoyandou, South Africa.
Masane LuvhengoResearch Office, Faculty of Health Sciences, University of Venda, Thohoyandou, South Africa.
Tinotenda MurwiraDepartment of Public Health, Faculty of Health Sciences, University of Venda, Thohoyandou, South Africa.
Rachel T LebeseResearch Office, Faculty of Health Sciences, University of Venda, Thohoyandou, South Africa.
Mercy T MulaudziOffice of the Dean, Faculty of Health Sciences, University of Venda, Thohoyandou, South Africa.
Maphuti J ChuengResearch Office, Faculty of Health Sciences, University of Venda, Thohoyandou, South Africa.
University of Venda · ZA

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Covid-19 has disrupted normal working conditions as people were not allowed to assemble in one place. There is a limit that is placed on the number of people congregating in public areas, and these measures also affect the education system worldwide. The purpose of the study was to explore nursing students' experiences in a historically disadvantaged rural-based university on the impact of Covid-19 on teaching and learning. The study employed an exploratory-descriptive qualitative design among nursing students who were purposively sampled to participate in the study. A qualitative self-administered open-ended online google form was used to collect data. Thematic analysis was employed for this study. All ethical measures were respected during this study. Interviews were conducted with 68 participants, including 12 undergraduate second-year students, 7 third-year students, and 49 fourth-year students. A total of 51 females and 17 males participated in this study. The study yielded several themes, including participants' expression of their experiences related to teaching and learning during the national lockdown, participants' views on the impact of COVID-19 on teaching and learning/research, and Participants suggested sustainable strategies to promote teaching and learning during the national lockdown. In conclusion, the role of preceptors in all clinical areas should be strengthened to improve clinical teaching and learning. The researchers recommend strengthening collaboration among university lecturers for sharing ideas and finding innovative solutions appropriate for handling any pandemic that threatens teaching and learning processes.

Indexed as

COVID-19Education, Nursing, BaccalaureateStudents, NursingCommunicable Disease ControlFemaleHumansLearningMalePandemicsQualitative ResearchRural Health ServicesRural PopulationSouth AfricaTeachingVulnerable PopulationsCOVID-19experiencesimpactnursing studentsrural-based historically disadvantaged universitySouth Africateaching and learning

Identifiers

PMID35506683
PMCPMC9073114
OpenAlexW4228997609

What OpenQuestion holds

Textmetadata
LicenceCC BY-NC
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.