Awareness of Nursing Students Regarding Online Learning and Its Effects on Community Health at Beni-Suef University

Document Type : Original Article

Authors

1 Community health department, Faculty of nursing, Beni-suef University, Egypt.

2 Lecturer of Community Health Nursing, Faculty of Nursing, Beni-Suef University

3 Assistant Professor of Community Health Nursing, Faculty of Nursing, Beni-Suef University

4 Professor of Obstetrics and Gynecology Department, Faculty of Medicine, Beni- Suef University, and Dean of the Faculty of Nursing, Beni- Suef University

Abstract

Background: Online education has the potential to transform traditional classroom practices for the better, but it also has real-world consequences for students' physical, psychological, and social health. Aim of the study: assess awareness of nursing students regarding online learning and its effects on community health. Research Design: the research strategy employed in the study was descriptive. Sample: A convenience sample of 192 students attending 4th year at the faculty of nursing at Beni-Suef University. Setting: Beni-Suef City, Egypt, Faculty of nursing. Tools: two tools were used to gather data: I. An Interviewing Questionnaire Sheet with four Sections: demographics, family data, internet use, and knowledge of online Learning and its effects on the health of the community. Second Instrument: nursing student's attitude scale toward online learning and its effects the health of the community. Results: the study showed that 53.7% of studied students had poor knowledge regarding online learning, and 40.6% of the studied students had uncertain attitudes regarding online learning. Conclusion: nursing students' total knowledge scores and attitude scores for online learning are positively correlated, with a statistically significant relationship. Recommendation: develop and implement an educational program to increase students’ awareness about online learning and its effects on community health.

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Journal of Health Care Research
Volume 2, Issue 1
January 2025
Pages 235-249

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