{"title":"Engagement, satisfaction and motivation in online and hybrid learning environments among nursing students: a cross-sectional comparative study.","authors":"Esin Kavuran, Ayman M Hamdan-Mansour, Mirna Fawaz","doi":"10.1080/10376178.2025.2461541","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>The COVID-19 pandemic has abruptly enforced the adoption of online learning approaches in nursing education, which have placed both students and educators under various challenges such as student academic achievement, reduced curricular completion, reduced teacher-student interaction, and decreased information retention.</p><p><strong>Aim: </strong>This study aimed to explore the engagement, satisfaction, and motivation in online and hybrid learning environments among Lebanese and Turkish nursing students.</p><p><strong>Methods: </strong>A sample of 650 Lebanese and 654 Turkish nursing students took part in this study. A quantitative cross-sectional research design was adopted.</p><p><strong>Results: </strong>The results of independent <i>T</i>-tests showed that Lebanese students scored significantly higher on the level of self-efficacy (5.49 ± .098), yet Turkish students scored higher on the level of distance learning satisfaction with connectivity (3.40 ± 0.72). The regression analysis showed that higher motivation (<i>p</i> < 0.001), lower satisfaction (<i>p</i> < 0.001), and the type of education (<i>p</i> = 0.001) were predictors of higher engagement. The effect of nationality on these outcomes needs to be further investigated, as the comparison showed association only in two subscales.</p><p><strong>Conclusion: </strong>This implies that nurse educators are encouraged to investigate the factors that increase nursing student satisfaction thus to increase their engagement. This research encourages further educational and psychological research among nursing students to explore the factors and predictors of academic achievement in online and hybrid learning environments.</p>","PeriodicalId":93954,"journal":{"name":"Contemporary nurse","volume":" ","pages":"390-400"},"PeriodicalIF":2.1000,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Contemporary nurse","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/10376178.2025.2461541","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/2/27 0:00:00","PubModel":"Epub","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
Background: The COVID-19 pandemic has abruptly enforced the adoption of online learning approaches in nursing education, which have placed both students and educators under various challenges such as student academic achievement, reduced curricular completion, reduced teacher-student interaction, and decreased information retention.
Aim: This study aimed to explore the engagement, satisfaction, and motivation in online and hybrid learning environments among Lebanese and Turkish nursing students.
Methods: A sample of 650 Lebanese and 654 Turkish nursing students took part in this study. A quantitative cross-sectional research design was adopted.
Results: The results of independent T-tests showed that Lebanese students scored significantly higher on the level of self-efficacy (5.49 ± .098), yet Turkish students scored higher on the level of distance learning satisfaction with connectivity (3.40 ± 0.72). The regression analysis showed that higher motivation (p < 0.001), lower satisfaction (p < 0.001), and the type of education (p = 0.001) were predictors of higher engagement. The effect of nationality on these outcomes needs to be further investigated, as the comparison showed association only in two subscales.
Conclusion: This implies that nurse educators are encouraged to investigate the factors that increase nursing student satisfaction thus to increase their engagement. This research encourages further educational and psychological research among nursing students to explore the factors and predictors of academic achievement in online and hybrid learning environments.
背景：2019冠状病毒病大流行突然迫使护理教育采用在线学习方式，这给学生和教育工作者带来了各种挑战，如学生学业成绩、课程完成率降低、师生互动减少、信息保留率下降。目的：本研究旨在探讨黎巴嫩和土耳其护理专业学生在在线和混合学习环境中的参与、满意度和动机。方法：650名黎巴嫩护生和654名土耳其护生参与本研究。采用定量横断面研究设计。结果：独立t检验结果显示，黎巴嫩学生的自我效能感水平显著高于土耳其学生（5.49±0.098），土耳其学生的远程学习连通性满意度水平显著高于黎巴嫩学生（3.40±0.72）。回归分析显示，较高的动机（p p p = 0.001）是较高敬业度的预测因子。国籍对这些结果的影响需要进一步调查，因为比较只显示了两个分量表的关联。结论：这意味着鼓励护理教育者调查提高护理学生满意度的因素，从而提高他们的参与度。本研究鼓励在护理学生中进行进一步的教育和心理研究，以探索在线和混合学习环境中学业成就的因素和预测因素。
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