Aug 2026· International Journal of Nursing, Healthcare and Hospital Administration· Vol 1· 0 citations
TL;DR
Nursing institutions should enhance mobile-responsive learning, virtual simulations, telehealth activities, electronic documentation, interactive teaching, timely feedback, technical support, peer mentoring, and supervised face-to-face clinical practice for equitable competency development outcomes.
Abstract
Online learning has reshaped nursing education, requiring evaluation of students’ competencies, challenges, opportunities, preparedness, and readiness for professional clinical practice. The study used a quantitative descriptive-correlational and comparative design among 214 Level 2–4 nursing students selected through stratified random sampling from a nursing institution in Sampaloc, Manila. Data were gathered using a researcher-developed, three-part questionnaire with a four-point Likert scale covering demographics, 11 core competencies, and online learning challenges and opportunities. Students strongly demonstrated all 11 core competencies, with overall medians of 4.00. Online learning challenges were generally rated as significant, particularly technological barriers, motivation, resource availability, and academic performance. Participation and motivation were significantly related to resource management and communication, while academic-performance impact related to legal, ethical, and communication competencies. Selected differences emerged across age, sex, device use, and socioeconomic status overall. Online learning effectively supported cognitive, digital, ethical, research, communication, and collaborative competencies, but could not fully replace laboratory and clinical instruction. A competency-based blended approach is therefore necessary to sustain strengths while effectively addressing technological, motivational, academic, and clinical limitations. Nursing institutions should enhance mobile-responsive learning, virtual simulations, telehealth activities, electronic documentation, interactive teaching, timely feedback, technical support, peer mentoring, and supervised face-to-face clinical practice for equitable competency development outcomes.
This study examined the competencies of nursing students in both academic and clinical settings. It specifically assessed competencies in terms of skills, knowledge, and values, as well as clinical performance in skills laboratory and clinical duty. It also determined whether significant differences exist when respondents are grouped according to gender, year level, general weighted average (GWA), and learning modality. A descriptive-comparative research design was used, and data were analyzed using mean and inferential statistics. Findings revealed that nursing students are generally competent in all areas. In academic competencies, skills and knowledge were rated as “Agree,” while values obtained the highest rating of “Strongly Agree,” indicating strong professionalism and ethical behavior. In clinical competencies, both skills laboratory and clinical duty were rated as “Agree,” showing that students are capable of performing nursing tasks in both simulated and actual clinical environments. Results further showed that there are no significant differences in competencies when grouped according to demographic profile, leading to the acceptance of the null hypothesis. The study concludes that nursing students demonstrate consistent and satisfactory competency levels across academic and clinical domains. However, there is a need to further enhance independence and performance in skills laboratory activities. The findings suggest that current teaching strategies and learning modalities are effective in promoting uniform competency development among students. Based on the results, it is recommended that nursing programs strengthen simulation-based learning, improve blended learning strategies, and integrate more real-life clinical scenarios. These interventions aim to further enhance students’ readiness for professional nursing practice and ensure continuous improvement in nursing
Reginald Dancel De la Cruz, RN· International Journal of Nur...· 0 citations
The rapid integration of digital technologies in higher education has transformed the teaching and learning process, particularly in nursing education where flexibility and accessibility are essential. This study examined the challenges of online learning and their repercussions on the academic performance and student engagement of BSN 1J students enrolled in NCM 103 (Foundations of Nursing Practice) at the University of Saint Anthony during the Second Semester of School Year 2025–2026. Specifically, the study investigated students’ demographic profile, challenges encountered in online learning, the relationship between demographic characteristics and online learning challenges, and the effects of these challenges on academic performance and engagement. A descriptive-correlational research design with an evaluative approach was employed. The respondents consisted of forty (40) nursing students selected through total enumeration sampling. Data were collected using a researcher-developed questionnaire administered through Google Forms. Frequency counts, percentages, weighted means, and the Chi-Square Test of Independence were utilized to analyze the data. The findings revealed that the respondents generally experienced challenges related to technical adaptability, internet access and equipment, physical health barriers, academic engagement, and attitudes toward online learning. Internet connectivity and access to learning devices emerged as the most significant challenges, while headaches, eye strain, and back fatigue were commonly reported physical health concerns. Students also experienced difficulties in time management, maintaining motivation, and sustaining active participation in online classes. These challenges negatively affected students’ concentration, learning efficiency, academic performance, and engagement. The study concludes that online learning presents multidimensional challenges that require comprehensive institutional support. Strengthening technological infrastructure, improving access to learning resources, providing technical assistance, and implementing student-centered support programs are recommended to enhance academic success and engagement among nursing students in online learning environments.
Cyril B. Romero, Benilda M. Oliva, Marc Jhames R. Temena et al.· Journal of Health Sciences a...· 0 citations
Understanding nursing students learning preferences may help educators design more engaging educational experiences. However, evidence regarding the relationship between learning preferences, student satisfaction, and academic performance remains inconsistent. To examine the associations between nursing students’ preferences, satisfaction levels, and grade point average (GPA). This was A Descriptive cross-sectional study. College of Nursing, Misr University for Science and Technology, Egypt. A convenient sample of 306 undergraduate nursing students from all academic levels was used. Data were collected using a socio-demographic questionnaire, the Student Satisfaction Scale, and Kolb’s Learning Preferences Questionnaire. Descriptive statistics and chi-square tests were used to examine the associations between variables. Diverging and Assimilating were the preferred learning styles, while Accommodating was the most frequently identified dominant learning style. Significant associations were found between learning preferences and student satisfaction levels (p ≤ 0.05), as well as between learning preferences and GPA (p ≤ 0.05), particularly for Assimilating, Converging, and Diverging styles. The present study highlights associations that may inform the consideration of diverse, student-centered teaching strategies; however, no causal conclusions can be drawn.
N. M. Rashed, M. Aly, Sudharani B. Banappagoudar· BMC Nursing· 0 citations
Background: Self-directed learning (SDL) is a fundamental component of competency-based medical education (CBME), enabling students to develop lifelong learning skills, critical thinking, and professional autonomy. Successful implementation of SDL depends largely on learners' readiness to engage in independent learning. This study aimed to assess self-directed learning readiness among first-year MBBS students using the Self-Rating Scale for Self-Directed Learning (SRSSDL).
Materials and Methods: A descriptive cross-sectional study was conducted among 103 first-year MBBS students at a rural medical college in Bengaluru, Karnataka, India, over a three-month period. Universal sampling was employed. Data were collected using the validated 60-item SRSSDL questionnaire, which evaluates five domains: awareness, learning strategies, learning activities, evaluation, and interpersonal skills. Descriptive statistics were expressed as mean, standard deviation, median, interquartile range, frequencies, and percentages. The association between gender and SDL readiness was assessed using the Chi-square test, with statistical significance set at p < 0.05.
Results: The mean overall SRSSDL score was 231.2 ± 21.8, indicating high readiness for self-directed learning. Overall, 76 (73.8%) students demonstrated high SDL readiness, while 27 (26.2%) exhibited moderate readiness; none had low readiness. Female students had a marginally higher mean SRSSDL score than male students (231.9 ± 21.7 vs. 230.4 ± 22.1), although the association between gender and SDL readiness was not statistically significant (p = 0.47). Among the five domains, interpersonal skills demonstrated the highest mean score (47.0 ± 5.6), whereas evaluation recorded the lowest (45.6 ± 5.9).
Conclusion: First-year MBBS students demonstrated predominantly high readiness for self-directed learning, supporting the implementation of CBME. Targeted educational interventions focusing on reflective practice and self-evaluation may further strengthen SDL competencies and promote lifelong learning among future medical professionals.
Key words: Education, Medical, Undergraduate; Self-Directed Learning; Students, Medical; Competency-Based Education; Educational Measurement; Learning.
Ashok J, R. Dhar, Ramya Mp· International Journal of Hea...· 0 citations
Background To explore the learning experiences and perceptions of nursing undergraduates who participated in antenatal classes within a blended learning environment, and to examine the perceived educational value of an innovative teaching model that integrates rational, emotional, and aesthetic education. Methods Eighty-six third-year nursing undergraduates from Chongqing Medical University participated in a blended learning program consisting of online and offline courses at the First Affiliated Hospital’s Antenatal School, labor room observations, and a science communication competition. Following the intervention, semi-structured interviews were conducted with 20 students. A thematic analysis approach informed by grounded theory coding procedures was employed. Interview transcripts were analyzed using NVivo 12 software for coding and theme extraction. Results The coding process generated 62 initial codes, 14 axial codes, and 6 selective codes, which were further refined into two overarching themes: Emotional Competence and Aesthetic Sensibility. Conclusion Nursing students’ participation in antenatal classes contributed to the development of emotional competence—encompassing interpersonal sensitivity, emotional intelligence, intellectual engagement, and moral sensibility—and also cultivated aesthetic sensibility through aesthetic and humanistic experiences. These findings underscore the perceived educational value of integrating comprehensive quality education into nursing curricula, offering a meaningful pedagogical model for holistic talent development.
Xiaoyan Feng, Xiaochang Yang· Frontiers in Medicine· 0 citations
BACKGROUND
Clinical practice is essential for developing competence, yet students in resource-limited settings often face multiple barriers. This study assessed the level of clinical learning challenges and associated factors among undergraduate nursing students at Wachemo University, Ethiopia.
METHODS
An institution-based cross-sectional study was conducted from 18 February to 22 March, 2026. A census approach was used; all eligible regular undergraduate nursing students with clinical attachment were invited to participate. Data were collected via structured, self-administered questionnaires deployed through Kobo Toolbox. The tool incorporated a 9-item clinical learning challenge scale (5-point Likert), the Generalized Anxiety Disorder-2 (GAD-2) scale, the Patient Health Questionnaire-2 (PHQ-2) scale, and dedicated skill laboratory preparedness. High clinical learning challenge was defined as a total score[Formula: see text] percentile ([Formula: see text]. Data were analyzed using descriptive statistics and logistic regression analysis. Variables with p-value < 0.25 in Bivariable analysis were considered for multivariable logistic regression. Statistical significance was declared at p-value < 0.05.
RESULTS
A total of 280 nursing students participated (response rate 93.3% of 300 invited). The most prevalent challenges were overcrowding in the clinical ward (74.3%), inadequate clinical materials and equipment (69.9%), and a high student-to-patient ratio limiting hands-on practice (67.5%). Overall, 137 (48.9%) students experienced high clinical learning challenges. In multivariable analysis, third-year academic standing (AOR = 2.48, 95% CI: 1.36-4.52), moderate-to-severe anxiety (AOR = 2.58, 95% CI: 1.49-4.46), moderate-to-severe depression (AOR = 1.95, 95% CI: 1.14-3.33), and inadequate skill laboratory preparation (AOR = 2.18, 95% CI: 1.32-3.60) were independently associated with high clinical learning challenges.
CONCLUSION AND RECOMMENDATION
Nearly half of nursing students experienced clinical learning challenges during clinical attachment. Poor skill laboratory preparation, psychological distress, and advanced academic year were key determinants. Strengthening skill laboratory training, improving clinical supervision, and providing psychological support services were recommended.