Kecemasan Mahasiswa Keperawatan selama Pembelajaran Daring di Masa Pandemi Covid-19
Keywords:
COVID-19, daring, kecemasan, mahasiswa keperawatanAbstract
COVID-19 merupakan wabah pandemi yang penularannya terjadi dengan cepat, sehingga Pemerintah mengeluarkan peraturan kebijakan mengenai Pembatasan Sosial Berskala Besar (PSBB), guna meminimalisir dan mendukung percepatan penanganan COVID-19 di Indonesia. Kebijakan ini berdampak pada metode pendidikan keperawatan yang bermula menggunakan metode tatap muka berbasis praktik menjadi metode daring. Perubahan ini dapat menimbulkan kecemasan dan dapat berdampak pada penurunan akademis mahasiswa. Penelitian ini bertujuan untuk mengetahui tingkat kecemasan pada mahasiswa keperawatan selama pembelajaran daring di masa pandemi COVID-19. Desain yang digunakan dalam penelitian ini adalah desain deskriptif kuantitatif dengan teknik pengambilan menggunakan teknik convenience sampling dengan rumus Slovin. Sampel pada penelitian ini berjumlah 368 orang. Instrumen yang digunakan pada penelitian ini menggunakan kuesioner Online Test Anxiety Inventory (OTAI) oleh Alibak et al., (2019) untuk mengukur kecemasan bagi pelajar yang menjalani pembelajaran jarak jauh atau metode daring. Kuesioner ini memiliki tiga faktor dalam menentukan tingkat kecemasan, yaitu psikologis, daring, dan fisiologis. Hasil penelitian menunjukkan mahasiswa keperawatan yang mengalami kecemasan paling tinggi pada domain psikologis yaitu sebanyak 56% responden, pada domain daring mahasiswa mengalami kecemasan yang rendah yaitu 62% responden, sedangkan pada domain fisiologis mahasiswa mengalami kecemasan yang rendah yaitu 54% responden. Hal ini menunjukkan bahwa penting bagi institusi keperawatan untuk mengembangkan kurikulum yang memadai dan memperhatikan kesehatan mental mahasiswa keperawatan selama proses pembelajaran daring.
References
Achmad, B. F., Fitriawan, A. S., Kurniawan, D., Kafil, R. F., Retnaningsih, L. N., & Setyaningsih, W. A. W. (2021). Perceived barriers in online learning among nursing students during the COVID-19 pandemic in Indonesia. Open Access Macedonian Journal of Medical Sciences, 9(G), 203-210. https://doi.org/10.3889/oamjms.2021.7183
Agu, C. F., Stewart, J., McFarlane-Stewart, N., & Rae, T. (2021). COVID-19 pandemic effects on nursing education: looking through the lens of a developing country. International Nursing Review, 68(2), 153-158. https://doi.org/10.1111/inr.12663
Alibak, M., Talebi, H., & Neshat-Doost, H. T. (2019). Development and validation of a test anxiety inventory for online learning students. Journal of Educators Online, 16(2). https://doi.org/10.9743/jeo.2019.16.2.2
Cao, W., Fang, Z., Hou, G., Han, M., Xu, X., Dong, J., & Zheng, J. (2020). The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Research, 287. https://doi.org/10.1016/j.psychres.2020.112934
Chernomas, W. M., & Shapiro, C. (2013). Stress, depression, & anxiety among undergraduate nursing students. International Journal of Nursing Education Scholarship, 10(1), 255–266. https://doi.org/10.1515/ijnes-2012-0032
Dewi, E. U. (2020). Pengaruh Kecemasan Saat Pembelajaran Daring Masa Pandemi Covid-19 Terhadap Prestasi Belajar Mahasiswa Stikes William Surabaya. Jurnal Keperawatan, 9(1), 18-23. https://doi.org/10.47560/kep.v9i1.210
Fawaz, M., & Samaha, A. (2021). E-learning: Depression, anxiety, and stress symptomatology among Lebanese university students during COVID-19 quarantine. Nursing Forum, 56 (1), 52-27. https://doi.org/10.1111/nuf.12521
Fitzgerald, A., & Konrad, S. (2021). Transition in learning during COVID-19: Student nurse anxiety, stress, and resource support. Nursing Forum, 56 (2), 298-304. https://doi.org/10.1111/nuf.12547
García-González, J., Ruqiong, W., Alarcon-Rodriguez, R., Requena-Mullor, M., Ding, C., & Ventura-Miranda, M. I. (2021). Analysis of anxiety levels of nursing students because of e-learning during the covid-19 pandemic. Healthcare (Switzerland), 9(3), 1–11. https://doi.org/10.3390/healthcare9030252
Head, M. L., Acosta, S., Bickford, E. G., & Leatherland, M. A. (2022). Impact of COVID-19 on Undergraduate Nursing Education: Student Perspectives. Academic Medicine, 97(35), S49-S54. https://doi.org/10.1097/ACM.0000000000004530
Jainurakhma, J., Imron, A., Ulfatin, N., Arifin, I., Zaenal, & Sekarini. (2021). Nursing ‘new normal’ education: an investigation of barriers and strategies of curriculum planning to meet national standards. Bali Medical Journal, 10(3), 1152–1160. https://doi.org/10.15562/bmj.v10i3.2835
Kürtüncü M, & Kurt A. (2020). COVID-19 Pandemisi Döneminde Hemşirelik Öğrencilerinin Uzaktan Eğitim Konusunda Yaşadıkları Sorunlar. Avrasya Sosyal ve Ekonomi Araştırmaları Dergisi, COVID-19 ÖZEL SAYISI 2, 66-77. https://dergipark.org.tr/en/pub/asead/issue/54658/725503
Kuru Alici, N., & Ozturk Copur, E. (2022). Anxiety and fear of COVID-19 among nursing students during the COVID-19 pandemic: A descriptive correlation study. Perspectives in Psychiatric Care, 58 (1), 141-148. https://doi.org/10.1111/ppc.12851
Masha’al, D., Shahrour, G., & Aldalaykeh, M. (2022). Anxiety and coping strategies among nursing students returning to university during the COVID-19 pandemic. Heliyon, 8(1). https://doi.org/10.1016/j.heliyon.2022.e08734
Melo, K., Williams, B., & Ross, C. (2010). The impact of nursing curricula on clinical practice anxiety. Nurse Education Today, 30(8), 773-778. https://doi.org/10.1016/j.nedt.2010.02.006
Mustofa, M. I., Chodzirin, M., Sayekti, L., & Fauzan, R. (2019). Formulasi Model Perkuliahan Daring Sebagai Upaya Menekan Disparitas Kualitas Perguruan Tinggi. Walisongo Journal of Information Technology, 1(2), 151-160. https://doi.org/10.21580/wjit.2019.1.2.4067
Nakhostin-Ansari, A., Sherafati, A., Aghajani, F., Khonji, M. S., Aghajani, R., & Shahmansouri, N. (2020). Depression and anxiety among iranian medical students during COVID-19 pandemic. Iranian Journal of Psychiatry, 15(3), 228-235. https://doi.org/10.18502/ijps.v15i3.3815
Nurhidayati, T., Rahayu, D. A., & Alfiyanti, D. (2021). Nursing students’ coping for burnout and fatigue online learning during coronavirus disease 2019 pandemic. Open Access Macedonian Journal of Medical Sciences, 9(T4), 92-96. https://doi.org/10.3889/oamjms.2021.5857
Oducado, R. M. F., & Estoque, H. (2021). Online Learning in Nursing Education During the COVID-19 Pandemic: Stress, Satisfaction, and Academic Performance. Journal Of Nursing Practice, 4(2), 143–153. https://doi.org/10.30994/jnp.v4i2.128
Phanphech, P., Tanitteerapan, T., Mungkung, N., Arunrungrusmi, S., Chunkul, C., Songruk, A., Yuji, T., & Kinoshita, H. (2022). An Analysis of Student Anxiety Affecting on Online Learning on Conceptual Applications in Physics: Synchronous vs. Asynchronous Learning. Education Sciences, 12(4). https://doi.org/10.3390/educsci12040278
Rahayu, D. (2020). Students’ E-Learning Experience through a Synchronous Zoom Web Conference System. Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning, 5(1), 68–79. https://doi.org/https://doi.org/10.22236
Ramos-Morcillo, A. J., Leal-Costa, C., Moral-García, J. E., & Ruzafa-Martínez, M. (2020). Experiences of nursing students during the abrupt change from face-to-face to e-learning education during the first month of confinement due to COVID-19 in Spain. International Journal of Environmental Research and Public Health, 17(15). https://doi.org/10.3390/ijerph17155519
Rohmani, N., & Andriani, R. (2021). Correlation between academic self-efficacy and burnout originating from distance learning among nursing students in Indonesia during the COVID-19 pandemic. Journal of Educational Evaluation for Health Professions, 18(9). https://doi.org/10.3352/JEEHP.2021.18.9
Ross, J. G. (2019). Repetitive practice with peer mentoring to foster skill competence and retention in baccalaureate nursing students. Nursing Education Perspectives, 40(1), 48-49. https://doi.org/10.1097/01.NEP.0000000000000358
Saddik, B., Hussein, A., Sharif-Askari, F. S., Kheder, W., Temsah, M. H., Koutaich, R. A., Haddad, E. S., Al-Roub, N. M., Marhoon, F. A., Hamid, Q., & Halwani, R. (2020). Increased levels of anxiety among medical and non-medical university students during the COVID-19 pandemic in the United Arab Emirates. Risk Management and Healthcare Policy, 13, 2395-2406. https://doi.org/10.2147/RMHP.S273333
Savitsky, B., Findling, Y., Ereli, A., & Hendel, T. (2020). Anxiety and coping strategies among nursing students during the covid-19 pandemic. Nurse Education in Practice, 46. https://doi.org/10.1016/j.nepr.2020.102809
Srinivasan, D. K. (2020). Medical Students’ Perceptions and an Anatomy Teacher’s Personal Experience Using an e-Learning Platform for Tutorials During the Covid-19 Crisis. In Anatomical Sciences Education, 13(3), 318-319. https://doi.org/10.1002/ase.1970
WHO. (2020). WHO Director-General’s opening remarks at the media briefing on COVID-19 - 11 March 2020 - World Health Organization. World Health Organization.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Jurnal Keperawatan
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
