Effect of educational program on the psychological challenges of electronic learning among university nursing students: a quasi-experimental study

Abstract

The COVID-19 pandemic has precipitated a paradigm shift in educational methodologies worldwide, necessitating a swift transition to e-learning platforms. Consequently, nursing students pursuing university degrees have encountered unique obstacles as they adapt to the e-learning milieu. This study aimed to evaluate the impact of an educational program on e-learning challenges for enhancing the psychological well-being of university nursing students. A quasi-experimental approach utilizing pretest–posttest evaluations was employed to appraise the program’s effects on diverse psychological well-being variables. In the initial phase, an extensive literature review was conducted to identify pertinent challenges encountered by nursing students regarding e-learning. Based on this review, an educational program was formulated to address these challenges and fostering psychological well-being. The participants consisted of 341 students who were selected from the Faculty of Nursing at Assiut University. To evaluate the impact of the program, multiple psychological well-being variables, such as anxiety levels, motivation, and satisfaction with the e-learning experience, were measured both before and after the intervention. Psychological challenges towards electronic learning questionnaires were utilized as data collection tools. This study endeavors to provide valuable insights into the effectiveness of the educational program in enhancing the psychological well-being of university nursing students. Here we show that by addressing these challenges and promoting psychological well-being, the educational program has the potential to contribute to the overall success and satisfaction of nursing students in their academic pursuits. Subsequent investigations should delve into the enduring repercussions of such programs and assess their efficacy in diverse academic fields.