- Title
- The impact of covid-19 on psychosocial well-being and learning for australian nursing and midwifery undergraduate students: a cross-sectional survey
- Creator
- Rasmussen, Bodil; Hutchinson, Alison; Lowe, Grainne; Wynter, Karen; Redley, Bernice; Holton, Sara; Manias, Elizabeth; Phillips, Nikki; McDonall, Jo; McTier, Lauren; Kerr, Debra
- Date
- 2022
- Type
- Text; Journal article
- Identifier
- http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/186674
- Identifier
- vital:16933
- Identifier
-
https://doi.org/10.1016/j.nepr.2021.103275
- Identifier
- ISBN:1471-5953 (ISSN)
- Abstract
- Aim: To explore the impact of COVID-19 on psychosocial well-being and learning for nursing and midwifery undergraduate students in an Australian university. Background: The World Health Organization has reported a substantial psychological impact of COVID-19 on healthcare professionals to date. Evidence is lacking, however, regarding university nursing and midwifery students of the pandemic and its impact on their educational preparation and/or clinical placement during the COVID-19 pandemic. Design: Cross-sectional survey of nursing and midwifery undergraduate students enrolled in the Bachelor of Nursing suite of courses from the study institution in August- September 2020. Methods: A cross-sectional self-administered anonymous online survey was distributed to current nursing and midwifery undergraduate students. The survey included three open-ended questions; responses were thematically analysed. Results: Of 2907 students invited, 637 (22%) responded with 288 of the respondents (45%) providing a response to at least one of the three open-ended questions. Three major themes associated with the impact of the pandemic on psychosocial well-being and learning were identified: psychosocial impact of the pandemic, adjustment to new modes of teaching and learning, and concerns about course progression and career. These themes were underpinned by lack of motivation to study, feeling isolated, and experiencing stress and anxiety that impacted on students’ well-being and their ability to learn and study. Conclusions: Students were appreciative of different and flexible teaching modes that allowed them to balance their study, family, and employment responsibilities. Support from academic staff and clinical facilitators/mentors combined with clear and timely communication of risk management related to personal protective equipment (PPE) in a healthcare facility, were reported to reduce students’ stress and anxiety. Ways to support and maintain motivation among undergraduate nursing and midwifery students are needed. © 2021
- Publisher
- Elsevier Ltd
- Relation
- Nurse Education in Practice Vol. 58, no. (2022), p.
- Rights
- All metadata describing materials held in, or linked to, the repository is freely available under a CC0 licence
- Rights
- https://creativecommons.org/licenses/by-nc-nd/4.0/
- Rights
- Crown Copyright © 2021 Published by Elsevier Ltd.
- Rights
- Open Access
- Subject
- 3901 Curriculum and pedagogy; 4204 Midwifery; 4205 Nursing; Australia; COVID-19; Learning; Nursing student; Psychosocial well-being; Student midwife
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