همبستگي بين آمادگي فراگير براي يادگيري آنلاين و تنش هاي روانشناختي ناشي از يادگيري الكترونيكي در دانشجويان پرستاري و مامايي در دوران پاندمي كويد-19

Correlation between Online Learners Readiness with Psychological Distress Related to E-Learning Among Nursing and Midwifery Students During COVID-19 Pandemic

مقدمــه: بــا تغييــر ناگهانــي آمــوزش حضــوري بــه الكترونيكــي در دوران پاندمــي كويــد-19، اطــلاع از ميــزان آمادگــي فراگيــران بــراي يادگيــري آنلايــن و تاثيــر آن در تنــش هــاي روانشــناختي دانشــجويان در حيــن يادگيــري الكترونيكــي، بــراي مدرســين، مشــاورين و برنامــه ريــزان آموزشــي اهميــت دارد. لــذا مطالعــه حاضــر بــا هــدف تعييــن همبســتگي بيــن آمادگــي فراگيــران بــراي يادگيــري آنلايــن بــا تنــش هــاي روانشــناختي مربــوط بــه يادگيــري الكترونيكــي در دانشــجويان پرســتاري و مامايــي در دوران پاندمــي كويــد-19 درســال 1400انجــام شــد. روش كار: مطالعــه حاضــر از نوع توﺻيﻔﻲ - همبســتگي بــود كــه بــر روي 194 دانشــجوي مقطــع كارشناســي رشــته پرســتاري و مامايــي دانشــگاه آزاد اســلامي واحــد كــرج در خــرداد مــاه نيمســال دوم ســال 1400-1399 انجــام شــد. نمونــه گيــري بــه روش آســان انجــام شــد. پــس از هماهنگــي بــا آمــوزش دانشــكده، يــك پژوهشــگر بــا حضــور در گــروه هــاي مجــازي دانشــجويان هريــك از تــرم هــاي 1 تــا 6 گــروه هــاي پرســتاري و مامايــي، پــس از توضيــح اوليــه متنــي در ارتبــاط بــا پژوهــش لينــك پرسشــنامه الكترونيكــي طراحــي شــده در گــوگل فــرم را در اختيــار دانشــجويان آن گــروه قــرار داد. روش گــردآوري داده هــا بــراي كليــه ترمهــاي پرســتاري و مامايــي يكســان و توســط يــك پژوهشــگر انجــام شــد. داده هــا توســط فــرم اطلاعــات جمعيــت شــناختي، مقيــاس آمادگــي فراگيــران بــراي يادگيــري آنلايــن و پرسشــنامه ديســترس روانشــناختي در يادگيــري الكترونيكــي جمــع آوري شــد. اطلاعــات توســط نــرم افــزار آمــاري SPSS نســخه 22 و بــا اســتﻔاده از آمــار توﺻيﻔــي، تــي تســت، آناليــز واريانــس يكطرفــه و ضريــب همبســتگي پيرســون تحليــل گرديــد. يافتــه هــا: يافتــه هــا نشــان داد كــه ميانگيــن نمــره پريشــاني روانشــناختي در يادگيــري الكترونيــك 14/47 ± 65/43 بــود و61/3 دانشــجويان پريشــاني روانشــناختي متوســطي در يادگيــري الكترونيــك داشــتند. همچنيــن ميانگيــن نمــره آمادگي بــراي يادگيــري آنلاين 10/28 ± 64/1 بــود و56/2 درﺻــد از دانشــجويان آمادگــي متوســط بــراي يادگيــري آنلايــن داشــتند. همبســتگي معكــوس، متوســط و معنــاداري بيــن نمــره كل آمادگــي فراگيــران بــراي يادگيــري آنلايــن بــا نمــره كل پريشــاني روانشــناختي بــراي يادگيــري الكترونيكــي در دانشــجويان بدســت آمــد (0/001

With the sudden shift of face-to-face education to e-learning during the COVID-19 pandemic, awareness of learners' readiness for online learning and its impact on students' psychological distress related to e-learning is important for teachers, counselors, and educational planners. Therefore, the present study was conducted to investigate the correlation between online learners’ readiness and psychological distress related to e-learning in nursing and midwifery students during the COVID-19 pandemic in 2021. Methods: The present study was a descriptive -correlational study that was conducted on 194 undergraduate nursing and midwifery students of the Islamic Azad University, Karaj Branch during June in the second semester of 2020-2021. Sampling was done by convenience sampling. After coordinate with the faculty education, a researcher attended the virtual groups of students in each of the 1st to 6th semesters of the nursing and midwifery departments, after the initial textual explanation related to the research, provided the link of the electronic questionnaire designed in Google Form to its students. The data collection method was the same for all nursing and midwifery semesters and was performed by a researcher. Sampling was done easily by sending the link of the electronic questionnaire designed in Google Form to the group of students of Karaj Azad School of Nursing and Midwifery on the social network. Data were collected by demographic data form, Online Learners Readiness scale, and psychological distress related to e-learning questionnaire. Data was analyzed by SPSS software version 22 and using descriptive statistics, t-test, ANOVA, and coefficient Pearson correlation. Results: Findings showed that the mean score of psychological distress related to e-learning was 65.43± 14.47 and 61.3 students had moderate psychological distress related to e-learning. Also, the mean score of readiness for online learning was 64.1 ±10.28 and 56.2% of students had moderate readiness for online learning. There was an inverse, moderate and significant correlation between the total score of readiness for online learning and the total score of psychological distress related to e-learning in students (r=-0.374, p<0.001). Conclusions: The present study showed that students who were less ready for online learning had more psychological distress related to e-learning. This finding highlights the need to empower students to online learning, screening for psychological disorders, and providing support and counseling resources to promote students' mental health are emphasized