Description of Character Shift of Nursing Students During the Covid-19 Pandemic Era: A Review
Keywords:Character, nursing students, management, Covid-19
The Covid-19 pandemic, directly or indirectly, according to many studies has proven to have caused a shift in the character of nursing students. The purpose of this study is to identify the types of nursing students’ character shifts that occurred during the Covid-19 pandemic and how to manage them. The implication of this study is to contribute the management of handling a shift in the character of nursing students during the pandemic. This study used a document review and was supported with the PRISMA Analysis. The document was screened from 1,583,100 records in the Google search engine. The core documents were filtered through Google Scholar, PubMed, Semantic Scholar, and Other Sources. The keywords used for the search include management, nursing education, character shift, nursing students, and the Covid-19 pandemic. The PRISMA Analysis design provides indicators to be more focused in the search that includes respondents’ character shift, research methods (quantitative), research quality, surveys, document reviews, publication year (2020-2021), results (the focus of shifting character of nursing students during the Covid-19 pandemic), and the language (English). This study review was supported by the PICOT (Population, Intervention, Comparison, Outcome, and Time) model as the instrument to help the screening for quality records. Results showed the total documents out of 1.583.100 records, 108 records were screened, and 21 records were eligible (n=21) that met the requirements for review, i.e. from Google Scholar (n=8), PubMed (n=5), Semantic Scholar (n=4), and Other Sources (n=4). The study conclusion suggested the need for a character shift program for nursing students during the Covid-19 pandemic. The problems that have been found in the 21 review documents of character shifts in nursing students are mental/psychological shifts, shifts in learning/learning methods, shifts in attitudes, and shifts in lifestyle. The results of this study showed there were 15 journals that met the criteria for PRISMA analysis and 100% of the PICOT model in which they also indicated that there were shifting of nursing students’ characters during the covid-19 pandemic
W. T. Elgzar, A. M. Al-Qahtani, N. K. Elfeki, and H. A. Ibrahim, “Covid-19 outbreak: Effect of an educational intervention based on health belief model on nursing students’ awareness and health beliefs at najran university, kingdom of saudi arabia,” Afr. J. Reprod. Health, vol. 24, no. 2 Special Edition COVID-19, pp. 78–86, 2020, doi: 10.29063/ajrh2020/v24i2s.12.
M. Nabavian, N. Rahmani, and H. Alipour, “Experiences of Nursing Students in the Care for Patients Diagnosed With COVID-19: A Qualitative Study,” J. Patient Exp., vol. 8, pp. 1–8, 2021, doi: 10.1177/23743735211039925.
K. H. Morin, “Nursing education after COVID-19: Same or different?,” J. Clin. Nurs., vol. 29, no. 17–18, pp. 3117–3119, 2020, doi: 10.1111/jocn.15322.
A. Aristovnik, D. Keržič, D. Ravšelj, N. Tomaževič, and L. Umek, “Aristovnik,” Sustain., vol. 12, no. 20, pp. 1–34, 2020, doi: 10.3390/su12208438.
K. Hill and R. Fitzgerald, “Student perspectives of the impact of COVID-19 on learning.,” All Irel. J. High. Educ., vol. 12, no. 2, pp. 1–9, 2020.
G. Bahçecioğlu Turan, Z. Özer, and B. Çiftçi, “Analysis of anxiety levels and attitudes of nursing students toward the nursing profession during the COVID-19 pandemic,” Perspect. Psychiatr. Care, vol. 57, no. 4, pp. 1913–1921, 2021, doi: 10.1111/ppc.12766.
P. K. Madeshia and S. Verma, “Review on higher education in India,” J. Crit. Rev., vol. 7, no. 10, pp. 1161–1164, 2020, doi: 10.31838/jcr.07.10.228.
E. Vitale, B. Moretti, A. Notarnicola, and I. Covelli, “How the Italian nursing student deal the pandemic COVID-19 condition,” Acta Biomed., vol. 91, no. 12-S, pp. 1–10, 2020, doi: 10.23750/abm.v91i12-S.9860.
V. Revilla-Cuesta, M. Skaf, J. M. Varona, and V. Ortega-López, “The outbreak of the covid-19 pandemic and its social impact on education: Were engineering teachers ready to teach online?,” Int. J. Environ. Res. Public Health, vol. 18, no. 4, pp. 1–24, 2021, doi: 10.3390/ijerph18042127.
P. Iyer, K. Aziz, and D. M. Ojcius, “Impact of COVID-19 on dental education in the United States,” J. Dent. Educ., vol. 84, no. 6, pp. 718–722, 2020, doi: 10.1002/jdd.12163.
C. Romero-Blanco, J. Rodríguez-Almagro, M. D. Onieva-Zafra, M. L. Parra-Fernández, M. D. C. Prado-Laguna, and A. Hernández-Martínez, “Mudanças no padrão de sono em estudantes de enfermagem durante o bloqueio COVID-19,” Int. J. Environ. Res. Public Health, vol. 17, no. 14, pp. 1–11, 2020.
T. Van Duong et al., “Digital healthy diet literacy and self-perceived eating behavior change during COVID-19 pandemic among undergraduate nursing and medical students: A rapid online survey,” Int. J. Environ. Res. Public Health, vol. 17, no. 19, pp. 1–13, 2020, doi: 10.3390/ijerph17197185.
A. C. Jacobs and D. E. van Jaarsveldt, “‘The character rests heavily within me’: Drama students as standardized patients in mental health nursing education,” J. Psychiatr. Ment. Health Nurs., vol. 23, no. 3–4, pp. 198–206, 2016, doi: 10.1111/jpm.12302.
L. Espino-Díaz, G. Fernandez-Caminero, C. M. Hernandez-Lloret, H. Gonzalez-Gonzalez, and J. L. Alvarez-Castillo, “Analyzing the impact of COVID-19 on education professionals. Toward a paradigm shift: ICT and neuroeducation as a binomial of action,” Sustain., vol. 12, no. 14, pp. 1–10, 2020, doi: 10.3390/su12145646.
C. Casafont et al., “We examined the psychometric properties of digital healthy diet literacy (DDL) and its association with eating behavi nursing and medical students. We conducted a cross-sectional study from 7 April to 31 May 2020 at 10 public universities in Vietnam, in w,” Nurse Educ. Today, vol. 97, no. December 2020, pp. 1–7, 2021, doi: 10.1016/j.nedt.2020.104711.
D. Sheroun, D. D. Wankhar, A. Devrani, L. Pv, S. Gita, and K. Chatterjee, “A study to assess the perceived stress and coping strategies among B.Sc. nursing students of selected colleges in Pune during COVID-19 pandemic lockdown,” Int. J. Sci. Healthc. Res., vol. 5, no. 2, pp. 280–288, 2020, [Online]. Available: www.ijshr.com.
D. Hu et al., “Frontline nurses’ burnout, anxiety, depression, and fear statuses and their associated factors during the COVID-19 outbreak in Wuhan, China: A large-scale cross-sectional study,” EClinicalMedicine, vol. 24, 2020, doi: 10.1016/j.eclinm.2020.100424.
C. F. Agu, J. Stewart, N. McFarlane-Stewart, and T. Rae, “COVID-19 pandemic effects on nursing education: looking through the lens of a developing country,” Int. Nurs. Rev., vol. 68, no. 2, pp. 153–158, 2021, doi: 10.1111/inr.12663.
S. Türkleş, M. Boğahan, H. Altundal, Z. Yaman, and M. Yılmaz, “Diaries of nursing students during the covid-19 pandemic: A qualitative descriptive study,” Int. J. Environ. Res. Public Health, vol. 18, no. 16, 2021, doi: 10.3390/ijerph18168556.
A. Jes, C. Leal-costa, and E. Moral-garc, “Experiences-of-nursing-students-during-the-abrupt-change-from-facetoface-to-elearning-education-during-the-first-month-of-confinement-due-to-COVID19-in-SpainInternational-Journal-of-Environmental-Research-and-Publ.pdf,” 2020.
I. A. Bdair, “Nursing students’ and faculty members’ perspectives about online learning during COVID-19 pandemic: A qualitative study,” Teach. Learn. Nurs., vol. 16, no. 3, pp. 220–226, 2021, doi: 10.1016/j.teln.2021.02.008.
Nwachukwu I et al., “Covid-19 pandemic: Age-related differences in measures of stress, anxiety and depression in Canada. International Journal of Environmental Research and Public Health [revista en Internet] 2020 [acceso 7 de marzo de 2021]; 17(17): 1-10.,” pp. 1–10, 2020, [Online]. Available: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7503671/pdf/ijerph-17-06366.pdf.
E. Bentlage et al., “Practical recommendations for staying physically active during the COVID-19 pandemic: A systematic literature review,” Int. J. Environ. Res. Public Health, 2020, doi: 10.1101/2020.06.24.20138313.
I. Jurun et al., “Reflective Practice of Occupational Health Nursing During Covid-19 Pandemic : A Document Review,” vol. 2, no. 1, pp. 26–34, 2022.
J. Galvin, G. Richards, and A. P. Smith, “A Longitudinal Cohort Study Investigating Inadequate Preparation and Death and Dying in Nursing Students: Implications for the Aftermath of the COVID-19 Pandemic,” Front. Psychol., vol. 11, no. August, pp. 1–6, 2020, doi: 10.3389/fpsyg.2020.02206.
I. Aslan, D. Ochnik, and O. Çınar, “Exploring perceived stress among students in Turkey during the covid-19 pandemic,” Int. J. Environ. Res. Public Health, vol. 17, no. 23, pp. 1–17, 2020, doi: 10.3390/ijerph17238961.
H. Sveinsdóttir et al., “Predictors of university nursing students burnout at the time of the COVID-19 pandemic: A cross-sectional study,” Nurse Educ. Today, vol. 106, 2021, doi: 10.1016/j.nedt.2021.105070.
F. Ersin and M. Kartal, “The determination of the perceived stress levels and health-protective behaviors of nursing students during the COVID-19 pandemic,” Perspect. Psychiatr. Care, vol. 57, no. 2, pp. 929–935, 2021, doi: 10.1111/ppc.12636.
A. Hernández-Martínez, J. Rodríguez-Almagro, A. Martínez-Arce, C. Romero-Blanco, J. J. García-Iglesias, and J. Gómez-Salgado, “Nursing students’ experience and training in healthcare aid during the COVID-19 pandemic in Spain,” J. Clin. Nurs., no. February, pp. 1–8, 2021, doi: 10.1111/jocn.15706.
M. Simionescu, A. Pellegrini, and E. N. Bordea, “The effects of covid-19 pandemic on stress vulnerability of nursing students according to labour market status,” Healthc., vol. 9, no. 6, pp. 1–14, 2021, doi: 10.3390/healthcare9060633.
C. A. C. Ballad, L. J. Labrague, A. R. R. Cayaban, O. M. Turingan, and S. M. Al Balushi, “Self-directed learning readiness and learning styles among Omani nursing students: Implications for online learning during the COVID-19 pandemic,” Nurs. Forum, no. October, 2021, doi: 10.1111/nuf.12664.
S. Kim, S. H. Jeong, H. S. Kim, and Y. J. Jeong, “Academic Success of Online Learning in Undergraduate Nursing Education Programs in the COVID-19 Pandemic Era,” J. Prof. Nurs., 2021, doi: 10.1016/j.profnurs.2021.10.005.
N. Guven Ozdemir and M. Sonmez, “The relationship between nursing students’ technology addiction levels and attitudes toward e-learning during the COVID-19 pandemic: A cross-sectional study,” Perspect. Psychiatr. Care, vol. 57, no. 3, pp. 1442–1448, 2021, doi: 10.1111/ppc.12710.
S. Wallace, M. S. Schuler, M. Kaulback, K. Hunt, and M. Baker, “Nursing student experiences of remote learning during the COVID-19 pandemic,” Nurs. Forum, vol. 56, no. 3, pp. 612–618, 2021, doi: 10.1111/nuf.12568.
R. M. F. Oducado and H. Estoque, “Online Learning in Nursing Education During the COVID-19 Pandemic: Stress, Satisfaction, and Academic Performance,” J. Nurs. Pract., vol. 4, no. 2, pp. 143–153, 2021, doi: 10.30994/jnp.v4i2.128.
L. Ghazi-Saidi, A. Criffield, C. L. Kracl, M. McKelvey, S. N. Obasi, and P. Vu, “Moving from Face-to-Face to Remote Instruction in a Higher Education Institution during a Pandemic: Multiple Case Studies,” Int. J. Technol. Educ. Sci., vol. 4, no. 4, pp. 370–383, 2020, doi: 10.46328/ijtes.v4i4.169.
M. MUFTAHU, “Higher Education and Covid-19 Pandemic: Matters Arising and the Challenges of Sustaining Academic Programs in Developing African Universities,” Int. J. Educ. Res. Rev., pp. 417–423, 2020, doi: 10.24331/ijere.776470.
M. Uehara, M. Fujii, and K. Kobayashi, “A model of stress change under the first COVID-19 pandemic among the general public in Japanese major cities and rural areas,” Sustain., vol. 13, no. 3, pp. 1–17, 2021, doi: 10.3390/su13031207.
M. O. Frenkel et al., “The impact of the COVID-19 pandemic on European police officers: Stress, demands, and coping resources,” J. Crim. Justice, vol. 72, no. August 2020, p. 101756, 2021, doi: 10.1016/j.jcrimjus.2020.101756.
J. I. Gallego-Gómez et al., “The COVID-19 pandemic and its impact on homebound nursing students,” Int. J. Environ. Res. Public Health, vol. 17, no. 20, pp. 1–10, 2020, doi: 10.3390/ijerph17207383..
How to Cite
Copyright (c) 2022 Edison Kabak, Yoel Halitopo, Nuriati Sarlota Auparai, Noor Hadi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlikel 4.0 International (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).