Association Between Self-Efficacy and Psychological Distress with Readiness for Online Learning Among Nursing Students
https://doi.org/10.47836/mjmhs.19.1.18
- Author:
Akbar Satria Fitriawan
1
;
Dedi Kurniawan
2
;
Yuyun Nailufar
3
;
Listyana Natalia Retnaningsih
4
;
Bayu Fandhi Achmad
5
;
Wiwit Ananda Wahyu Setyaningsih
6
Author Information
1. Department of Nursing, Faculty of Health Sciences, Universitas Respati Yogyakarta, Yogyakarta 55282, Indonesia
2. Department of Nursing, Kepanjen School of Health Sciences, Malang 65163, Indonesia
3. Department of Medical Laboratory Technology, Universitas Aisyiyah Yogyakarta, Yogyakarta 55592, Indonesia
4. Department of Nursing Management, Faculty of Health Sciences, Universitas Respati Yogyakarta, Yogyakarta 55282, Indonesia
5. Department of Basic and Emergency Nursing, Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada, Yogyakarta 55281, Indonesia
6. Department of Anatomy, Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada, Yogyakarta 55281, Indonesia
- Publication Type:Journal Article
- Keywords:
Self-efficacy;
Psychological Distress;
Readiness;
Online Learning;
Nursing students
- From:Malaysian Journal of Medicine and Health Sciences
2023;19(No.1):125-134
- CountryMalaysia
- Language:English
-
Abstract:
Introduction: During the Coronavirus Disease-2019 (COVID-19) pandemic, online learning has become an important strategy in the implementation of nursing education, in order to prevent the SARS-CoV-2 transmission in the
education sector. This study aimed to assess: (i) the correlation between self-efficacy and psychological distress; (ii)
the correlation between self-efficacy and online learning readiness; and (iii) the correlation between psychological
distress and online learning readiness among nursing students in Indonesia. Methods: The cross-sectional study was
conducted from October until December 2020, and involved 500 nursing students from 3 universities in Yogyakarta,
Indonesia who were recruited using consecutive sampling methods. The instruments used in this study were: 1) the
10-item Kessler Psychological Distress Scale (K-10) to assess the psychological distress, 2) Online Learning Self-Efficacy Scale (OLSES) to assess online learning self-efficacy, and 3) Student Online Learning Readiness (SOLR) to
assess online learning readiness. Spearman’s rank test was used to analyze the correlation between online learning
self-efficacy, psychological distress, and online learning readiness. Results: Most of the nursing students (70.6%)
had psychological distress ranging from mild to severe distress. The self-efficacy had an inverse correlation with
psychological distress (Rho=-0.488, p=0.001). Contrarily, self-efficacy was positively correlated with online learning readiness (Rho=0.708, P=0.001). Psychological distress was inversely correlated with online learning readiness
(Rho=-0.423, p=0.001). Conclusion: Online learning self-efficacy and psychological distress are significantly correlated with online learning readiness. Strategies to increase self-efficacy and ameliorates psychological distress,
such as appropriate online learning training, adequate technical assistance, and psychological support were required
to improve students’ online learning readiness.
- Full text:11.2023my1418.pdf
