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A STUDY ON PERCEPTION REGARDING EPISODIC TRANSITION IN TEACHING-LEARNING PRACTICES DURING COVID-19 AMONG UNDERGRADUATE NURSING STUDENTS.
Merlin Monica Ebenezer J.*, Jovanna V. and Albert Blesson V.
Covid-19 and the associated measures to mitigate the spread of the virus have significantly disrupted nursing education in terms of swapped learning platform in many parts of the globe; even some are wondering whether the adoption of online learning will continue to persist post-pandemic, which would impact the worldwide education market. This research project attempted to find out the perception regarding episodic transition in teaching-learning practices during Covid-19 pandemic among undergraduate nursing students and to find out the association between perception and selected demographic variables. Episodic transition in this study refers to periodic changes in teaching learning environment among undergraduate nursing students during covid-19 pandemic (2020-2022 academic year). Quantitative approach with cross-sectional design was used to collect data from 250 undergraduate nursing students. A self-developed structured questionnaire was used in Google form (link) to collect the data and student perception was assessed based on four domines – standards of teaching-learning practice, cognitive flexibility in learning, adaptive behaviour in learning and negative reflection to transition. Among the 250 respondents, 128(51.2%) respondents had positive perceptions and 122(48.8%) of the respondent had negative perceptions towards transition in teaching-learning practice during the Covid-19 pandemic. Analysed each domain score and found that students had a higher score on standards of teaching-learning practice (mean=4.18±0.63) followed by cognitive flexibility (mean=3.90±0.50), adaptive behaviour (mean=2.98±0.51), and the lower score was on the Negative reflection (mean=1.63±0.65). Significant association was identified between students age, year of study with perception. Reengineering of academic support and developing resilience in learning and teaching approaches will prevent other possible future crises.[Full Text Article]