Journal article
Relationships Between Remote Learning Modalities and Nursing Students' Perceptions of Their Sleep Quality During the COVID-19 Pandemic
Nurse educator, Vol.48(2), pp.E41-E46
03/01/2023
DOI: 10.1097/NNE.0000000000001320
PMCID: PMC9936842
PMID: 36730031
Abstract
Background:The relationship between learning modalities and nursing students' sleep quality during the coronavirus disease (COVID-19) pandemic is unknown. Purpose:This study examined the relationships between remote learning and the sleep quality of nursing students during the COVID-19 pandemic. Methods:Using a cross-sectional descriptive design, 890 nursing students were surveyed online to identify sleeping habits and learning modalities. Results:There were no significant correlations between remote learning hours, self-reported sleep hours, and sleep quality. The asynchronous-only group reported better sleep quality than the in-person and online hybrid group after controlling for health conditions and grade point average. Students who reported that remote learning had impacted their sleep had poorer sleep quality. Conclusions:This study provides insight into how different learning modalities impact nursing students' sleep quality during the pandemic.
Details
- Title: Subtitle
- Relationships Between Remote Learning Modalities and Nursing Students' Perceptions of Their Sleep Quality During the COVID-19 Pandemic
- Creators
- Thye Peng Ngo - Saint Mary's CollegeJ'Andra L. Antisdel - Indiana UniversityKuan Xing - University of Tennessee at KnoxvilleDeanna L. Reising - Indiana University
- Resource Type
- Journal article
- Publication Details
- Nurse educator, Vol.48(2), pp.E41-E46
- Publisher
- Lippincott Williams & Wilkins
- DOI
- 10.1097/NNE.0000000000001320
- PMID
- 36730031
- PMCID
- PMC9936842
- ISSN
- 0363-3624
- eISSN
- 1538-9855
- Number of pages
- 6
- Grant note
- Faculty Development Research Grant from Saint Mary's College, Notre Dame, Indiana
- Language
- English
- Date published
- 03/01/2023
- Academic Unit
- Family and Community Medicine; Office of Consultation and Research in Medical Education
- Record Identifier
- 9984658250702771
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