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KMID : 1035420220100020145
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Journal of The Korean Society of Integrative Medicine
2022 Volume.10 No. 2 p.145 ~ p.153
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Academic Stress, Self-directed Learning Ability, Learning Satisfaction of Nursing Students Exposed to Blended Learning
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Par Eui-Jeung
Jeong Gyeong-Sun
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Abstract
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Purpose : This study aimed to investigate the effects of blended learning on learning satisfaction in nursing students.
Methods : This study was conducted with 160 current nursing students in the department of nursing at K university located in city B. All students included in the study understood the purpose of the study and provided informed consent to participate. Data were collected between May 3 and July 9, 2021 and analyzed using SPSS/WIN 22.0. The frequency, percentage, mean, and standard deviation were created, and t-test, ANOVA, and Scheffe test for post hoc analysis were performed. Correlations were analyzed using Pearson’s correlation coefficient. The factors influencing learning satisfaction were analyzed using multiple regression.
Results : Significant differences were observed for academic stress according to the online classes environmental satisfaction (F=4.10, p=.001), online classes experience (t=4.11, p=.001) and self-directed learning ability according to the grade (F=4.10, p=.001), online classes environmental satisfaction (t=4.11, p=.001). The academic stress of nursing students who experienced blended learning was significantly negatively correlated with self-directed learning ability (r=?.480, p<.001), and learning satisfaction (r=?.236, p<.001). self-directed learning ability showed a significant positive correlation with learning satisfaction (r=.524, p<.001). The regression model for the factors affecting the learning satisfaction of the subjects was statistically significant (F= 3.027, p<.001 ). The major influential factors of learning satisfaction were grade (β=.154, p=.013 ), satisfaction with school life (β=.168, p=.032), and satisfaction with non-contact learning environment (β=?.141, p=.028). The explanatory power was 28 %.
Conclusion : These results indicate that it is necessary to reduce academic stress and increase self-directed learning ability to enhance learning satisfaction in nursing students through blended learning. In addition, the development and operation of a tailored intervention program is required to help improve learning satisfaction.
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KEYWORD
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academic stress, blended learning, learning satisfaction, self-directed learning
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