Livedexperiencesandcopingstrategiesofnursingstudentstowardsonlinelearninginauniversityiniloilocity PDF
Livedexperiencesandcopingstrategiesofnursingstudentstowardsonlinelearninginauniversityiniloilocity PDF
Livedexperiencesandcopingstrategiesofnursingstudentstowardsonlinelearninginauniversityiniloilocity PDF
In Partial Fulfillment
Of the Requirements for the Degree
Bachelor of Science in Nursing
February 2021
ii
TITLE PAGE
G., Magbanua, Kian Venus C., Mamon, Charina Marie B., Manoba, Arienne Faye
R., Nobis, Wennie Rose A., Mondejar, Manilyn N., Gumban, John Rey M., Harder,
Gio Earl S., & Miclat, Arvie P. in partial fulfillment of the requirement for the
MACHAN, KC JUN G.
Principal Investigator
APPROVAL SHEET
______________
August 21, 2021
Date LOUIE P. HIJALDA, RN, MAN, PHD
Acting Dean, College of Health and Allied Medical Professions
______________
August 21, 2021
Date LOUIE P. HIJALDA, RN, MAN, PHD
Director, Center For Educational and Institutional Research
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ABSTRACT
MAGBANUA, Kian Venus C.; MANOBA, Arienne Faye R.; MAMON, Charina Marie B.;
MONDEJAR, Manilyn N.; GUMBAN, John Rey M.; NOBIS, Wennie Rose A.;
MACHAN, KC Jun G.;HARDER, Gio Earl S.; MICLAT, Arvie P.;
and Estelita Dela Cruz, RN, MAN, PhD – Research Adviser
This study explored the physical, emotional, social,and spiritual lived experiences and
identified the coping strategies of nursing students of the University of San Agustin in
their online learning.
Purposive sampling was used to select 12 nursing students to participate in the study.
Lincoln and Guba's (1985) criteria was employed for judging the soundness of the study.
Collaizi's (1978) thematic analysis seven steps method was used to analyze the
responses of the participants.
The study revealed that most of the nursing students have encountered coexisting
physical obstacles caused by excessive screen time exposure, sedentary lifestyle and poor
posture while on class, emotional instability that was imposed by strenuous academic
load, academic pressure, anxiety and stress, while this is true, most of the nursing
students have also maintained, improved and strengthened their social relationships with
friends and peers, especially with family, and experienced strengthened and continued
faithfulness to God throughout their online learning journey.
The coping strategies of most nursing students were emotion-focused a form of
management that attempts to reduce negative emotional responses associated with stress.
Participants reported to be eating and sleeping more, indulging into entertainments and
praying for guidance and strength as means to cope while others approached their
situation and experiences differently through Problem-solving and Time-management.
Keywords: Lived Experience, Coping Strategies, Nursing Students, Online Learning
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ACKNOWLEDGMENT
It is with humility and gratefulness that we, the researchers, extend our heartfelt
thanks to all those who contributed in the accomplishment of this endeavor. This research
study would have not been made possible without the help and generous assistance of
Dr. Estelita Dela Cruz, our research adviser, for her kindness, patience, moral
support, understanding and perpetual guidance from the conception of this study, all
throughout the process, and up until the completion. Her expertise and gentle counsel
Our Academic Supervisor, Viella T. Balbon, MAN, MA.ED, RN, and the
Nursing Program of the College of Health and Allied Medical Professions and other
faculty members for giving us the opportunity to perform this research study;
Our expert validators who have performed the content analysis of our guide
questions, Dr. Bernardo S. Almeria, Dr. Angelie D. Mamon, & Sr. Gemma Labestre,
MST. PhD, RGC, RPsy, LPT. We are indebted and grateful for their time and effort
To our respondents, the nursing students of the college of health and allied
medical professions from levels I, II, III, & V, for their time, effort, cooperation, and
truthfulness despite that this study was conducted through online May you continue to
venture ahead in spite of hurdles and obstacles along the way to achieve your goals. We
are forever grateful for the experiences you shared, and we wish you all the best in St.
.
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To our classmates and close friends who are too many to mention, who genuinely
helped us and motivated us in times of despair and anxieties, for supporting us, and for
giving us inspiration. We could not have done this without your never-ending support and
support, and words of encouragement to pursue this arduous yet noble task, for being
present during our difficult times we, owe our success to you.
Above all, to the Great Almighty God, the source of all knowledge and wisdom,
for being the fountain of strength, guidance and hope from the beginning, completion,
and success of this research study. The researchers owe their deepest gratitude to Him for
His divine intervention and blessings, and for strengthening the researchers emotionally
and spiritually.
THE RESEARCHERS
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TABLE OF CONTENTS
Page
TITLE PAGE ii
ABSTRACT iv
ACKNOWLEDGMENT v
LIST OF MATRICES x
INTRODUCTION
Theoretical Perspective 5
Definition of Terms 8
Lived Experiences 14
Physical Dimension 19
Emotional Dimension 22
Social Dimension 28
Spiritual Dimension 33
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Page
Coping Strategies 35
Synthesis 44
METHODS
Research Design 46
The Participants 47
Data Analysis 53
RESULTS
Participants Profile 56
DISCUSSION
Summary 106
Conclusion 108
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Page
Recommendations 110
REFERENCES 112
APPENDICES
Letters 118
LIST OF MATRICES
Matrix Page
1 Participants Profile 56
INTRODUCTION
The current situation that resulted in drastic changes has affected the system of
education not just in the Philippines but also worldwide. COVID-19 pandemic impacts
on a global setting and has brought about unprecedented changes. Nursing education has
been especially challenged by using online learning for the students as response to
COVID - 19. The adaptation of online learning has posed challenges to nursing
instructors and nursing students to take into account significant factors in overcoming
barriers during the shift. The biggest challenge faced during this pandemic is how to
adopt a response and manage nursing education based on the standards of nursing
education. An online learning program was considered as a first choice to solve the issue
during this crisis. Online learning would be appropriate due to flexibility, convenience,
including serving the international and national policies that recommend making a
decision on social distancing and personalized protection. (Thojampa et al., 2020). Open
of these skills is a critical challenge, as a learner may fail to use the various physical,
challenges prompt many problems in distance learning. Among these problems are the
health problems. In a statement, the DOH said that it is not impossible for students to
experience physical and mental health problems as they adjust with the shift from
traditional to online learning. With online classes, there should be an increasing feeling of
isolation due to lack of face-to-face interaction. Students may experience health concerns
to establish a routine, wherein there is an academic and personal life balance, which
includes being physically active, appropriate eating habits, and adequate sleeping patterns.
In Iloilo City, the shift to online classes at the University of the Philippines
Visayas was enacted (UPV) as a precautionary measure against the spread of COVID-19
a daunting prospect for students and teachers alike. Lack of stable internet access is a
common concern among students after the UP system suspended face to face classes and
shifted to “blended learning” students have been complaining of slow internet connection
in dormitories in UPV’s main campus in Miag-ao town in Iloilo province. Other students
have also raised concern that they will have no internet access in their hometowns
for those conducting online classes was to consider students who cannot go online, those
living on campus and off campus with varying degrees of internet access.
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prevalence of the problem, a preliminary survey was conducted among nursing students.
to meet deadlines.
They feel dissatisfied with the mode of learning they are currently in. Most of the
students have access to devices for online learning; however, they do not work well and
laptops being the most utilized devices as our results suggest. Students spend an average
of 7 - 10 hours of screen time on a daily basis and students expressed their dissatisfaction
pertaining to the assistance offered by their university during online learning. 40% of the
respondents indicated that they suffer from poor time management, and more than half of
the respondents said they do not enjoy learning from home due to numerous challenges
encountered.
immense stress, and induced exhaustion, The prevalence of lack of motivation occurs for
the following reasons 1.) health concerns in terms of exposure to extended periods of
time to blue light (devices screen); 2.) volume of activities and meeting deadlines;
3.) issues with poor connectivity where the home is not conducive for learning;
4.) difficulty in adjustment to the new normal; 5.) inadequate resources (internet
connection & devices); 6.) financial constraints; 7.) miscommunication & difficulty in
experience in the clinical setting; 9.) isolation from friends and teachers; and 10.)
Given the current situation, students are expected to adapt to the new mode of
learning since they will have full control of their own learning and it is of considerable
convenience to them as they will have enough time to study, and they do not have to
travel.
They will attend classes via virtual classrooms at the comforts of their homes and
that students are expected to be resourceful and have initiative to take immediate actions
After analyzing different articles that are related to our study, we have concluded
that academic stress and severe exhaustion of nursing students are caused by the rapid
transition of the educational system that they are currently in. Academic stress does not
only affect a student’s mental health but also other aspects such as physical, social,
Thus, this study was conducted to explore the lived experiences and coping
mechanisms of nursing students of the University of San Agustin during the new normal
This study explored the lived experiences and coping strategies of nursing
1. What are the lived experiences of nursing students towards online learning in
terms of, Physical dimension, Emotional dimension, Social dimension and Spiritual
dimension?
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2. What are the coping strategies used by the nursing students towards online
Theoretical Perspective
Over the past 50 years, the Roy Adaptation Model (RAM) has been used to guide
by Roy, Adaptation is the “process and outcome whereby thinking and feeling persons as
individuals or in groups use conscious awareness and choice to create human and
environmental integration,” and this conscious awareness is called internal process and
manifested in the four adaptive modes. The goal of nursing is to aid, enable and foster
successful adaptation, thus contributing to health, quality of life, and dying with dignity.
parts act together to form a unified being. Additionally, as living systems, persons are in
constant interaction with their environments. Between the system and the environment
include inputs, outputs, controls, and feedback. (Gonzalo, 2019). Roy defined a person as
“Human systems have thinking and feeling capacities, rooted in consciousness and
meaning, by which they adjust effectively to changes in the environment and, in turn,
affect the environment.” Based on Roy, humans are holistic beings that are in constant
interaction with their environment. Humans use a system of adaptation, both innate and
acquired, to respond to the environmental stimuli they experience. Human systems can be
individuals or groups, such as families, organizations, and the whole global community.
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The theory (RAM) was framed around Four Adaptive Modes namely
physiological-physical, self - concept, role function and interdependence. The first mode,
physiological - physical mode means that it is the manner to which the person responds to
the stimuli coming from the environment. It’s the body’s attempt to adapt via regulation
adaptive mode, the self - concept means that in this mode, the goal of coping is to have a
sense of unity, meaning the purposefulness in the universe, as well as a sense of identity
integrity. This includes body image and self-ideals. The third adaptive mode, role
function refers to the primary, secondary and tertiary roles that a person occupies in
society and knowing where he or she stands as a member of society. And lastly the fourth
integrity through the giving and receiving of love, respect, and value.
The adaptive modes stipulated in Roy’s theory are reflected in the independent variable
of this study; Lived experiences. The following adaptive modes are related to the four
In relation to this study, the first adaptive mode is related to the physical
dimension of the nursing student towards their online learning and it describes the
environment, which were, nutrition, elimination, activity rest and protection. These needs
may not be attained due to rapid change in the educational setup shifting from the
conventional face to face and which one is present in university premises to attend and
participate in their learning’s to home and residential confinement and resulted in the
inability of some to adapt which had compromised different aspects of their lives. In
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environment, should pay more attention and importance to their nutrition, activity and
rest patterns in order to promote quality life and prevent unwanted infirmity. In
promoting a healthy lifestyle, one must be physically active and rest patterns should be
screens and other electronic devices and extended periods of sitting and poor positioning
can pose significant threats to health therefore the need for extra precaution and screen
the physical aspect of the nursing student in connection to the new educational set up
The second adoptive mode (self - concept) described the moral ethical spiritual
aspect and is related to the spiritual dimension of the lived experiences of the nursing
student towards their online learning. Nursing Students during this time of pandemic due
to COVID - 19 have experienced difficult and numerous challenges and trials that tested
their strength and trust in God. The goal of coping for Self-Concept Group Identity Mode
sense of identity integrity. This includes body image and self-ideals. This can be achieved
if they have a close relationship with God through prayers however, due to restrictions
the spread of virus, limitations are enacted which would include going to church to attend
a mass, worship sessions, rites and among others. A good spiritual interaction with God
will lead the nursing student to obtain a proper mindset and strong will to cope with their
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present situation and help them to be resilient and stronger in confronting impediments in
Third, role function mode is connected to the social dimension of the lived
experiences of nursing student towards their online learning, this mode focuses on the
primary, secondary, and tertiary roles that a nursing student occupies in society and
knowing where he or she stands as a member of society. This describes the adjustment in
the sudden shift of routine following a total change in environment and approach to
education experienced by nursing students. In order to attain the goal of this mode
nursing students should have a constant interaction with their families, friends and
significant others and the community members. This will help them resume their role and
gain a sense of belongingness. They should allow themselves to realize that they are not
alone and that they would open their minds to be enlightened with the help of the people
they hold dear to them, despite the situation where face to face schooling is prohibited
Lastly, the fourth adaptive mode is Interdependence adaptive mode. This mode
focuses on attaining relational integrity through the giving and receiving of love, respect
and value. This mode is related to the emotional dimension of the lived experiences of the
nursing student towards their online learning. This primarily gives attention to the
nursing students attaining relational integrity through giving and receiving of love,
respect and value. This is achieved with effective communication and relations.
Definition of Terms
To assist the readers in understanding the research at hand, the following terms
including the mental, emotional, spiritual and physical characteristics of human life
(Spacey, 2018).
Lived experiences in this study are classified into four different dimensions
namely physical, emotional, social and spiritual in direct relation to online learning of
nursing students.
Physical Dimension. refers to the state of the body, and its ability to function. It
refers to the aspects that are essential for keeping the body in the best condition (Rajeev,
2011)
(Debbie 2008)
nursing students towards the people around him/her and the environment while in an
that there is something greater whole of which we are part is cosmic or divine in nature.
(Spencer 2012)
experience and integrate meaning and purpose in life through a belief or faith in a greater
Coping strategies. These are the strategies people often use in the face of stress
In this study, coping strategies are the responses madeby nursing students in
relation to their lived experiences in online learning. It is the participant's reaction to his
or her situation regarding online learning. It is the also conscious effort of a nursing
student to solve personal and interpersonal problems, in order to try to master, minimize
or tolerate stress and conflict. It may be classified into problem focused coping or
Problem Focused Coping. This targets the causes of stress in practical ways
which tackles the problem or stressful situation that is causing stress, consequently
reduce negative emotional responses associated with stress. (Lazarus, R. S., & Folkman,
S. 1984)
Online Learning. This is a form of education where students use their home
adopted by the College of Health and Allied Medical Professions (CHAMP) for its
which commenced last September 07, 2020. (College of Health and Allied Medical
Professions, 2020
This study and its findings will prove useful and beneficial to the following
entities:
Nursing Students. The direct recipients of the findings of this study are the
nursing college students of the University of San Agustin to help them address their own
experiences and their coping mechanism towards online learning. From the findings and
results, they could identify the coping mechanism they can use in order to cope with and
adjust in their academic life which may yield to effective online learning.
Clinical Instructors. The results of this study will serve as an eye opener to the
teachers and/or professors on how they can effectively apply the new educational system
that can help students to have quality learning experiences. This will also serve as a basis
on how they can design educational approaches that can help their students reinforce their
own learningy through identifying coping mechanisms effective in dealing with life in
online school. This will help the teachers to be more understanding and considerate to
their students’ situation in order to give their students the quality, responsive, and
relevant education. This could also bridge the gap and foster a good relationship between
Parents. The research study will benefit the parents of nursing students because
they will be made aware of the current academic situation of their children, the
experiences and hardships they go through. This way, they would be able to help teach
their children how to handle challenges, give full support and be more understanding of
environment. The study will prove beneficial to the University’s administrators as they
can gauge their academic plan with consideration of the results of the study. furthermore,
it will also help them assess the efficacy of the current strategies used in nursing
education.
Future Researchers. This study will serve as a basis to other researchers who
wanted to identify different coping strategies and lived experiences of students in other
fields involved in online class. This way, they will have a large scope for developing and
establishing different coping strategies that could help the students in the future.
This is a qualitative type of research that sought to answer questions about real-
life situations which mainly focused on lived experiences and coping strategies of nursing
students. A guided interview of open - ended questions with the participants was carried.
The participants involved in this study were 12 nursing students who were willing to
They were be purposively selected and leveled on the set criteria stipulated in this
study. The participation of the participants were purely voluntary and that they were free
from any form of force or coercion. We employed a content analysis method to obtain
valid inferences from the data. The data gathered were categorized, analyzed and
interpreted.
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This section presents literature and studies relevant to the lived experiences and
coping strategies of nursing students towards online learning. Included in this chapter are
(1) Lived experiences in Four dimensions (a) Physical (b) Emotional (c) Social d)
Lived Experiences
human experiences, choices, and options and how those factors influence one's
perception of knowledge. It responds not only to people's experiences, but also to how
people live through and respond to those experiences. Lived experience seeks to
understand the distinctions between lives and experiences and tries to understand why
some experiences are privileged over others. The lived experiences are not just defined as
a person who has lived and experienced or witnessed different events in their lives, but it
also pertains to a person’s journey towards something, the challenges and struggles faced
on a daily basis as well as the thoughts and perspectives that were generated over a period
of time.
especially challenged by using online learning for nursing students. The adaptation of
online learning has posed challenges to nursing instructors and nursing students to take
into account significant factors to overcome barriers during the changes. The biggest
challenge faced during this crisis is how to adopt a response and manage nursing
education based on the standards of nursing education. An online learning program was
15
considered as a first choice to solve the issue during this crisis. Online learning would be
advancement opportunities for nursing education, including serving the international and
general health and disturbs their learning processes. According to one study, stress is one
study, it was revealed that the causes of nursing students’ stress in the clinical
environment fall into three types of stress. These are stresses due to 1.) the educational
plan, 2.) the educational environment, & 3.) factors concerning the students.
blended learning courses seems to lead to very low, though significant improvement in
simulations) or facilitates student interaction (i.e., with other students, content and
teachers).
requirements in providing good care. In Joolaee et al.’s (2015) study, lack of self-
confidence has been referred to as a major cause of fear and anxiety in nursing students.
The researcher demonstrated in his study that lack of self-confidence also disturbs
giving is one of the most important factors affecting the students’ learning.
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Wattakiecharoen et al. (2013) found in their study that, the mean score of students
who are ready for e-Learning is high and as the analysis of each aspect is high, whereas
technology acceptance is the highest and the motivation average score was the lowest.
This was in agreement with the findings of the current study in which the majority of
nursing students demonstrated total high score level of e-Learning readiness. Looking
through each sub-scale, the average score was high, especially; Technology Acceptance’s
average score was the highest while the Motivation average score was the lowest. This
also may be due to the availability of computer, cell phone, and internet in their home and
and secondary school may be contributing factors. In addition, the more experience a
student has in using basic computer skills (use of networks, word processing and other
software applications, ability to upload and download files use of the world wide web and
email, accessing online library and other resource databases, and experience with online
forums and other discussion applications), the more ready they are to take an online
Additionally, the findings of the Tibi, supported the present study findings Also
current study findings partially supported with Coopasami and Knight, 2014 findings,
they had conducted study to assess the readiness of nursing students to make the shift
from traditional learning to the technological culture of e-Learning. They found the
following: the psychological readiness score was noted to be high in the “could be worse”
category (pre -72%, post - 64%). The technological readiness score was noted to be in the
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“dig deeper” category (pre - 58%, post - 65%) whilst the equipment readiness score fell
Bacow et al. (2012) reported that relatively few postsecondary institutions believe
online education reduces their costs, but in fact, they believe the per capita cost of
courses. This viewpoint is based primarily on the significant startup costs for new
technology, course design, and instructor training, as well as the reoccurring maintenance,
Ping-Huang et. al. (2012) stated that students’ learning is hindered by teachers’
unclear and non-useful feedback or teaching without a respectful attitude. Poor student
clinical teacher relationships could push students to lose interest in learning and to lose a
supportive resource in the clinical setting. Proper feedback can offer insight into students’
clinical learning, thus improving their learning and performance and helping them fit into
the setting.
Nabolsi et. al. (2012) says in her study that students need the continuous support
of their instructors or preceptors. Students were concerned about the manner in which
treatment.
The findings of Henderson, Cooke, Creedy and Walker (2012) states that
individualized supervision facilitates learning on the premise that one to one relationship
with the mentor or preceptor allows students to express about their learning experiences
and feelings in the practice thus leading to self-confidence, promote role socialization,
affected the poorest communities and layered one inequity over another. Across the globe,
poor children are least likely to have access to technology and the Internet. They are more
likely to share technology; use it for entertainment purposes versus academics; and
consume versus produce content. Students from poor families are less likely to seek and
receive help on schoolwork; less likely to participate in online learning; and less likely to
In a similar study by (Adnan & Anwar, 2020) their findings suggested that online
learning cannot produce desired results in underdeveloped countries like Pakistan, where
a vast majority of students are unable to access the internet due to technical as well as
monetary issues. The lack of face-to-face interaction with the instructor, response time
and absence of traditional classroom socialization were among some other issues
Perspectives from the Philippines as (Arinto, 2016) has noted, the enhancement of “old
“the institutional infrastructures and learning/teaching support function which, in the past,
high quality learning environment for distance learners” might also now constrain
A local study from Malayan Colleges in Mindanao last 2020, students were given
the option to enrol whether fully online, blended learning or remote learning. They were
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also given the option to enrol under Batch A or Batch B depending on their current status
and learning availability. While problems with gadget provision and internet access are
an expected problem, one struggle that is present on the side-lines of this situation is the
psychological struggle and online remote learning is undeniably difficult both for the
teachers and the students. For older teachers, they need to learn the technology fast. For
some students, they need to understand the lesson and be more diligent in their individual
However, although the closing of schools does still have a silver lining
particularly being adjusted into a home-based program where students are still able to
learn, what should be taken into consideration is that students who are less privileged,
who experience difficulties and those who have poor coping mechanisms are the true
sufferers of this adjustment. They should still be involved and actively participate in an
online class to catch up with the lessons given to them but those who have no access to
any device, have a poor internet connection and those who struggle to cope up with the
situation will be having a difficult time maintaining the quality of their education. Due to
these factors, they will struggle academically, and it will be hard for the students to fully
adjust with this type of learning not until the COVID-19 has been eradicated.
Physical
Online learning has forced students as well as teachers to make a rapid change in
their daily routine. Although video calls during virtual classes work well to replace each
period of classes, they still have a large effect on students' health. This transition in the
academic performances of students has suddenly become a turning point in their lives. It
turned out to be a major challenge for the students because there is lack of physical
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interaction between their teachers and fellow students which would probably also affect
higher education institutions. Many adult learners may enjoy the flexibility when they
have to balance work, study, and family responsibilities. The wide range of various
interaction between students and instructors, and among students at large (Bell &
Fedeman, 2013). In addition, the nature of the anonymity in the online environment may
allow more students, who otherwise do not want to attend face-to-face classes because of
their shy personality, to participate in online education where they do not physically see
each other. Finally, the upgraded technology and software may allow instructors, students,
and university administrators to collect data, feedback, and evaluation regarding their
functional health which results in a trend away from active leisure pursuits and
recreational sports and leading us towards a sedentary lifestyle (Wang, Luo, Gao, &
Kong, 2012).
Spending more time on the computer presents a major risk to our physical and
mental health, resulting in a trend away from active leisure pursuits and recreational
sports and leading us towards sedentary entertainment such as television, video games,
and computers (University of Minnesota, 2007; Wang et al., 2012). This sedentary
behaviour is associated with many health risks such as cardiovascular disease, the leading
causes of death in the United States. Other issues sedentary lifestyles may cause include
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premature death, diseases such as stroke, some cancers, type 2 diabetes, osteoporosis, and
depression (Chomistrek et al., 2013; Fishman et al., 2016; Garber, et al., 2011;
Katzmarzyk, 2016; Schmid, Ricci, Baumeister, & Leitzmann, 2016; USDHHS, 2008).
cardiovascular exercise and two days of strength training a week (American College of
Sports Medicine, 2011; USDHHS, 2008). The benefits of increased physical activity
include a reduced health risk. Many experts agree that some physical activity is better
than none (ACSM, 2011; Chomistrek et al., 2013; Dietary Guidlines for Americans, 2015;
Fishman et al., 2016, Katzmarzyk, 2016, Schmid et al., 2016, USDHHS, 2008). College
students who have better health are more likely to complete a degree, but it is unclear
whether time on the computer has a negative impact on health. We know that physical
inactivity or sedentary behavior is the number two risk factor for a variety of diseases and
Another factor that could have had a negative effect on the results of this study
are the instructors experience with online learning. Frustrations with the type of learning
or the environment in which the students were completing their coursework may have
had a negative impact (Moore et al., 2011; Lim et al., 2007)). Maybe different questions
or additional questions should be asked about the instruction of the online course and the
Research suggests adding prompts to reduce sitting time while on the computer
may have a positive influence on health. The results of adding prompts in a worksite
situation to remind individuals to take a 1-minute break from sitting every 30 minutes,
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reduced the number of and time spent in, prolonged uninterrupted sitting periods. (Evans
et al., 2012). There is also research suggesting instructor experience in designing online
learning may impact both learning outcomes and student satisfaction (Lim, Morris, &
Kupritz, 2007). It may be important to also encourage the instructors teaching in online
programs to include prompts for physical activity in any assignment requiring extended
Emotional
Online courses are known for the convenience and flexibility of allowing students
to complete their coursework on their own schedule. With that freedom, though, comes a
trade-off. Online college students don’t have to attend a physical class, but they don’t
have the opportunity for face-to-face interactions with their instructors and fellow
students, either.
Many students find that learning isn’t just an intellectual activity, but a social one
and that explains why a number of students report missing in-person interaction with
their instructors. They may also miss face-to-face interactions with fellow students. For
some students, this lack of social interaction and the accompanying need to be self-
motivated to get their work done can lead to feelings of isolation. For many students, not
having enough interaction with professors and peers is among the biggest challenges of
You might expect that the lack of socialization would affect online students
exclusively. After all, students of traditional college degree programs still meet with their
instructors and fellow students face-to-face each week. However, even with this
opportunity for interaction, students aren’t necessarily better off socially just because
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they set foot on a physical college campus. Today’s college freshmen spend less time
socializing and more time studying (alone), and that has led to an “all-time low” in
main source of stress faced by nursing students. The factors leading to academic stress
are preparation for exams, receiving negative feedback from teachers in the clinical
methods, uncertainty about content and curriculum, gaps between theory and practice and
lack of guidance from teachers. Moreover, other academic stress factors such as poor
communication among teacher and nursing students and lack of support in their study
was viewed as crucial and expected to increase the feelings of frustration and
Stress related to studies, work, and social interaction was especially prevalent in
students majoring in nursing. Nursing students are plagued by heavy course loads,
clinical experience, and other responsibilities. The rigorous course load includes a
According to (Markus, 2019) Online learning has become widely accepted and is seen as
higher education. The adoption of learning technologies typically depends on the values
associated with technology and the perceived ease of use. It can be concluded that the
environments has increased in recent years, the question of how online learning
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environments are perceived emotionally by students and how these emotions are
influenced by technology acceptance has not yet been addressed in more detail. Up to
now, only a limited number of studies have focused on university student emotions and
approach ‘maximizing access to and interactions with various knowledge sources’ (Lee,
Learners typically feel unprepared to deal with the social and communication
skills required of online learning (Ng, 2001), and experience feeling of ‘impersonal and
unfriendly, less emotional and more task-oriented or businesslike’ (Kreijns & Gerrissen,
1999) and various other negative emotions such as ‘ambiguity’, ‘frustration’, ‘alienation’,
E-learning tools have played a crucial role during this pandemic, helping schools
and universities facilitate student learning during the closure of universities and schools
(Subedi et al., 2020). Many students at home/living space have undergone psychological
and emotional distress and have been unable to engage productively. (Petrie, 2020).
beliefs and the perceived ease of use. It can be assumed that students' emotional
experiences, among other factors, have an impact on their use of learning technology. Up
to now, only a limited number of studies has focused on emotions and technology
However, the notion of affect, defined as the extent to which one can be
influenced and affected (Davidson, 2003; Gronlund, 2000), is much different from the
issue of emotion and its impact on learning—impact that may exist in all activities and
innovation with no reference to emotion, and continue to assume learners are little more
(Plutchick, 2003), they cannot be considered separate from the experience of the learning
environment (Brookfield, 2006; Lehman, 2006). Recently, there has been an increasing
focus on emotion and learning, which has been generally neglected in educational
research (Schutz & Lanehart, 2002; Pekrun, Goetz, Titz, & Perry, 2002; Dirkx, 2008;
Värlander, 2008). Moreover, Brookfield (2006) and Dirkx (2008) suggest that emotion is
The study of O’Regan (2003) showed that students express their emotions in
relation to the various aspects of an online course such as design and organizational
issues (i.e., a lack of clear instructions), cognitive issues (i.e., learning materials, success),
Cleveland-Innes, Garrison, and Kinsel (2007) also found out that students disclosed
emotions in relation to the social, teaching, and cognitive presence in an online course.
Positive emotions included joy, enthusiasm, and excitement for the flexibility of
online learning, which were higher in intensity and frequency in earlier months; pride and
26
contentment for fulfilling the course requirements; and surprise and excitement for the
emotional nature of online communication. Negative emotions included fear and anxiety
for the unknown mode of online learning and its demands (technology, time management,
structure); alienation and the need for connectedness, which emerged during the first
weeks of the course and when the students struggled to find satisfying ways of
communicating with their classmates and their instructor; and stress and guilt for the
inability to balance multiple roles and responsibilities, which is the most serious obstacle
that the students faced. They struggled to combine their professional, family, and social
life, which made it hard to cope with the numerous demands of the program. (Zembylas,
2008)
Students always live under the pressure to perform better than their peers. They
are continuously compared with siblings and other children/kids of their age by their
parents, teachers, friends, etc. This always leads to a situation making these children
confused and under constant pressure to perform better, achieve better grades, excel well
in extracurricular activities, take up hobby classes and what not. Many times, it has been
observed that parents put these undue pressures to satisfy their unmet needs which they
were not able to fulfill due to personal reasons. Teens nowadays experience peer pressure
of involving themselves in many activities apart from academic involvement, so that their
peers can welcome them in their groups. As students experience a high level of stress
arising from unprecedented academic pressure, most of them report experiencing low
self-esteem, a poor concentration that has its impact on their academic performance. The
perception of academic stress is creating a very negative impact on their well-being, their
worrying about future, co-morbid conditions like anxiety and depression, inability to
manage course workload, etc. (Bedewy and Gabriel, 2015; Acharya, 2003; Iqbal et al.,
2015).
significant anxiety in their lifetime. It's probable that during a pandemic that heavily
impacts everyday life, levels of anxiety in children and teens are even higher, and the
In these unprecedented times, teachers are rising to the occasion creatively and
quickly to shift to remote learning amidst school closures. Even in a traditional classroom,
it can be a challenge to support students with anxiety and trauma histories to stay calm
and learn. With distance learning, this difficulty is magnified. However, there is much
teachers can do to reduce anxiety in students even while teaching remotely. During this
crisis, we need to prioritize students' mental health over academics. The impact of trauma
can be life long, so what students learn during this time ultimately won't be as important
The situation will get worse if they are prohibited from leaving the house without
outdoor activities and lack of interaction with their peers. Bored, stressed, afraid of being
exposed to viruses, the spread of false information (hoaxes), and worsening family
financial conditions can occur. The burden of online lecture tasks is one of the
contributing factors to students' stress levels, which requires them to use online media
that they have just learned and must immediately understand. This is reinforced by
research that found that public health emergencies can have many psychological effects
28
on students, which can be expressed in the form of anxiety, fear, and anxiety (Sharp &
Theiler, 2018).
In the field of education, learning from home is implemented, carried out online,
denied. Despite various progressive steps taken by the government to reduce transmission
of COVID-19, community fear will always be there, resulting in erratic behavior. One
study found that 16.5% reported symptoms of moderate to severe depression; 28.8% said
symptoms of moderate to severe anxiety, and 8.1% reported moderate to critical stress
levels. Furthermore, Wang found that in the first two weeks after the outbreak, women
reported experiencing higher stress, anxiety, and depression compared to men (Wang et
al., 2020).
Social
Students who have poor peer relationships struggle with developing competency
in a variety of different areas of their lives, including academia, while those with positive
relationships are more likely to thrive. In fact, studies have indicated that the act of just
interacting with other students can increase self-confidence and, in turn, increase their
academic achievement.
The academic environment provides individuals with the opportunity to form and
maintain friendships, acquire leadership skills, learn about conflict resolution and
achievement. All of these lessons are learned through peer interaction. Early poor social
adjustment is shown to lead to academic struggles later on, a negative perception of the
29
school environment, and even eventual academic failure (as cited in Schneider et al.,
2012). This opportunity to develop social skills is even more important for students with
learning, then, they will experience distinctly less peer interaction, potentially leading to
regular basis, resulting in changes that can be stressful. Individuals can use coping
strategies to handle and adjust to a new situation when faced with a threatening situation.
situations, allowing people to react to attitudes, feelings, and emotions (Hirsch et al.,
2015).
traumatic experiences than students in other courses because they are often involved in
conditions where they are responsible for the lives and welfare of patients. Therefore,
stress is something that is intrinsic to nursing, for both professionals and students, due to
the numerous demands and excessive workloads, the lack of sufficient support for the
everyday stresses faced in conducting their tasks, the ever-changing nature of the job, and
dealing with death, all of which lead to high levels of stress in the nursing profession
(Hirsch et al., 2015). Notably, for the majority of students, beginning university entails
learning how to handle their own activities. However, in some situations, this shift in the
social, family, and school setting can cause anxiety, which can lead to stress. The study
30
suggested that changes in the social support network can lead to students withdrawing
and isolating themselves because they are unable to locate or accept the requisite social
Another study conducted found out that social dimensions, suggesting that
nursing students must perceived better social health. The methods came up with having a
convenience sample of 547 nursing students from three countries, Philippines, Greece,
and Nigeria, participated in a study lasting 4 months. Each participant was 20 currently
enrolled as second through fourth-level nursing student, and first-year students were
excluded due to limited clinical experience. Data was collected using the self-reporting
scales, PSS and QOLES from the questionnaires, where the PSS was developed to
identify stress levels and stressors in nursing students during clinical training, while the
QOLES was designed to access QOL in nursing students. Descriptive statistics such as
means, frequencies, standard deviations, and percentages were gathered using the data
obtained. The overall PSS mean score for the three countries was 2.06 of a possible mean
score of 5. This data indicates that the nursing students experienced stress from
assignments and workloads, stress from taking care of patients, stress from the clinical
environment, and stress from faculty. The stress from assignments and workloads was
recorded the highest with a mean score of 2.46 and a standard deviation of 0.78, while the
lowest rated sub-scale was stress from taking care of patients with a mean score of 1.74
and a standard deviation of 0.88. This means that responders on average consider stress
from assignments and workloads as a more significant stressor than taking care of
patients. Quality of life dimensions according to country of origin were determined, and
31
it was found that the mean score for each dimension revealed the social dimension
scoring the highest, while the physical dimension scored the lowest. The researchers in
this study found that QOL was rated high, specifically with social dimensions, suggesting
On the other hand, a study linked the relationships between nursing students and
their clinical educators and nurses and medical staff as being difficult relationships based
on a lack of emotional or social support. Both teachers and mentors should be responsible
for the proper implementation of coping strategies as basic tools in the skills to be
acquired during their competencies in the clinic. The university faculty should not only
be aware of the stress levels of students, but also consider how they manage this stress,
i.e. whether they use appropriate and effective tools for coping with the same, as this will
be key in their development as a nurse. Getting to know the level of stress and/or anxiety
that is experienced by our students is important for determining which negative effects
talking about their negative emotions with their peers and positive reframing of their
negative circumstances were the most used strategies when facing perceived stress such
strategies would be framed within the domains of social support and/or expression of
More recent studies completed using the CoI framework have been to identify
specific indicators of each of the presences. It was seen in another study’s literature that
social presence have further been defined one of the literature in the study that affective
verbal behaviors with the use of para-language such as tone or pitch, self-disclosure,
indicated by the provision of a risk-free learning climate in which participants trust one
of group identity and the ability of participants in the learning community to collaborate
enrolled in every academic year of the Nursing Degree, and nurses who were enrolled in
the Master’s programs at two public universities. A maximum variation sampling was
performed, and an inductive thematic analysis was conducted. It shows that the semi-
structured interview is normally based on a script, where the subject matter and part of
the questions have been planned before starting, but it also offers the possibility of
changing or adding new questions as the interview and/or the research study moves
forward, with new interviews conducted. It is the most common type of interview utilized
in qualitative research on health. Data were collected from 25 March to 20 April 2020.
This was done in the first month as it the period of time with the greatest cognitive and
social impact on learning and to obtain results that could be used to support, or not, the
education measures that were utilized. All the interviews were individual and were
performed online through electronic resources after agreeing on a day and time. The
interviews were recorded and notes were made after each interview. The results show that
the outstandingly practical component of care in nursing education for their coping
33
mechanism was the most emotional aspect from the social dimensions of the students.
The experiences found were differentiated according to the group of students, depending
if they had or not practice-based subjects during the education period affected by the state
of alarm, the proximity to ending their training as nurses, or if they were health
Spiritual
Yet Kiessling (2010) points out that while student affairs values holistic student
development in a consistent way. Much of this could be due to the fact that spiritual
development is so hard to measure. But with the growing trend of assessment, faith-based
well, it allows for continual improvement in order to create a better environment for
Bryant (2008) addressed the spiritual struggle for students in college. Students
may start to feel a disconnect for who they are when they struggle with things that were
always part of their identity, but now that they are in a new environment some of those
things may not reconcile anymore. Faith or spirituality is a great example of this. When
students grow up with faith always being there, that may be a struggle when they go to
college and need to decide if they want to keep that as part of their identity.
positively correlated with adjustment (Taneja, 2017; Brar, 2017; Reynolds, Mrug,
34
Hensler, Guion, & Madan-Swain, 2014). More specifically, spirituality is one of the
protective factors in dealing with new cultures so that it can alleviate acculturative stress,
psychological distress, and academic difficulties in college students (Mesidor & Sly,
2016). Spirituality in students can balance academic activities and other commitments
spirituality it is known to make students focus more on their lectures (72.4%) (William &
Isaac, 2016).
This is in line with the results of research from Abdullah and Sulaiman (2014)
who found that individual beliefs in God become a support and strategy in adapting to a
environment. Freshmen students are required to be able to adapt to these new conditions,
both psychologically, socially and academically. The success of students to adjust to the
lecture environment can occur when the psychological condition of the student is also
able to adapt. One way to achieve this success is through spirituality. The experience of
psychological distress, anxiety, depression, over- identification will decrease (Lace &
Reliable, 2017; Ola, 2016; Akin & Akin, 2015). In addition to psychological adjustment,
academic processes in high schools and colleges certainly raises some academic
challenges for students. Abdullah and Sulaiman (2014) suggested that spiritual beliefs,
35
especially the strength of God help individuals in facing academic challenges, such as
Through spirituality, freshmen students can pass through the academic challenges they
This is in line with research from Barmola (2016) who found that the spirituality
and motivation of students in higher education have a very significant positive correlation.
education can motivate students to study (Barnola, 2016). In addition, activities related to
Williams, & Chavous, 2011). This proves that the experience of daily spirituality is
Coping Strategies
this current situation because they are still expected to actively participate in online
learning to be able to catch up to the lectures and assignments required of them regardless
students adopt positive coping strategies such as seeking social support or using leisure
activities while others use maladaptive strategies like escape or avoidance to manage
stress. Other students tend to use poor coping mechanisms like ignoring the problem,
comfort eating and failure to seek help from others and other negative tendencies such as
36
over-thinking can emerge due to the struggles they experience while they are in online
learning.
According to (Sheroun, et. al., 2020) in her study with her colleagues entitled: 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, they said
that the most vulnerable group in terms of stress with the highest perceived stress scores
were fourth year students, followed by third-year students. Second-year students had the
lowest score. Furthermore, for the Coping Strategies Adopted by the students they
indicated that higher coping strategies score was seen in I year followed by III year and
nursing students during stressful events. Six studies reported problem solving strategies
as an approach in dealing with stress (AlZayyat & Al-Gamal, 2014c; Lo, 2002; Shaban et
al., 2012; Shukla et al., 2013; Wolf et al., 2015). For example, Jordanian nursing students
who were attending clinical practice in a mental health setting utilized problem-solving as
the main approach in coping with stress (Al-Zayyat & Al-Gamal, 2014c). Previous
clinical experiences of nursing students were seen by the authors as the main reason why
nursing students utilized this coping approach. A cross-sectional study was conducted by
Chen & Hung (2013) in 101 junior nursing students in Taiwan. Students revealed they
Three studies reported the transference approach as the main strategy in dealing with
stress (Chan et al., 2009; Yamashita et al., 2012; Zhao et al., 2014). Chan et al. (2009)
reported that the most frequently utilized coping strategy in nursing students was
37
sleeping. Authors argued that nursing students in the study may not have learned the
different types of coping strategies aside from the fact that this type of coping is easier
Yamashita et al. (2012) found nursing students, when faced by stress, engaged in
the coping strategies such as sleeping, eating and talking to someone. Other remaining
studies reported a mixture of coping approaches such as praying, talking to relatives and
friends, ignoring their stress, crying and separating themselves from others (Bam et al.,
2015; Evans & Kelly, 2004; Reeve et al., 2013; Seyedfatemi et al., 2007). Few
determinants of coping were reported in the studies reviewed. For example, nursing
students in their senior level (Chan et al., 2009) and those with a high level of self-
avoidance method of coping was common in nursing students who experienced stress
from their teachers and staff nurses (Chan et al., 2009). In one study, high levels of self-
efficacy in nursing students influenced their frequency in using coping strategies (Zhao et
al., 2014).
EUA (2008), Geser (2007), Kauffman (2010), Van Dorp and Monteros (2010),
highlighted that stressful event will always be there for ODL students in educational
institutions. What students need to do is find ways in which they can cope and manage.
Swent in Buettner (1990) reported on the results of a study in the state of Oregon where
one thousand two hundred and forty five respondents reported the way they handled the
tensions and pressures of their tasks. The activities were divided into three major areas;
38
organisational activities.
technique (65%). More than (85%) of these respondents used some form of exercise or
physical labour, (22%) of the respondents indicated coping strategies in the cognitive/
psychological area with more than half of these responses related to separating one’s
sense from one’s environment. The study found a low level (12%) of reported coping
concluded that stress affects each individual differently and a variety of coping
region examined exemplary conventional vocational students’ stress and how they coped.
They found that these students were more likely to use vocational / recreational skills
found that these students developed strong stress coping strategies through developed
skills. Diederick (1987) identified the significant issues, conflicts and experiences which
occurred during the time respondents underwent their first year at institutions. In his
study he found out that the subjects were able to cope with stressful events by using the
following strategies. They took things slowly, sought psycho-social support from the
system, learnt from mistakes, being organised, anticipating problems and kept a calendar.
The study also concluded that negative feelings amongst the subjects related to loss of
one’s previous support system. Recommendations in the study included lesser vice
reviewed. The aims of this review were: (1) to identify the level of stress, its sources, and
(2) to explore coping methods used by student nurses during nursing education. This is a
systematic review of studies conducted from 2000 to 2015 on stress and coping strategies
in nursing students. CINAHL, MEDLINE, PsycINFO and PubMed were the primary
databases for the search of literature. Keywords including "stress", "coping strategy",
Stress levels in nursing students range from moderate to high. Main stressors
identified included stress through the caring of patients, assignments and workloads, and
negative interactions with staff and faculty. Common coping strategies utilized by
resolve problems, adopting various strategies to solve problems, and finding the meaning
of stressful events. Nurse educators may consider the use of formulation and
coping skills.
According to Folkman and Lazarus, problem solving is one of the more effective
ways to deal with stress as it focuses on behaviors in order to manage or alter the problem.
Problem solving has been found to be the most utilized coping strategy in different
studies with nursing students despite the fact that these studies have used a measurement
scale for facing stress that is different to the one used in this study. In the current study,
the coping strategies most frequently used by students were problem-solving, followed by
social support and cognitive restructuring. In terms of the relationship between perceived
40
stress and coping strategies, our findings indicate that among these three domains
(problem solving, cognitive restructuring and social support) an inverse correlation exists,
indicating that people who suffer less stress, will use these strategies more often.
Similarly, the positive correlation with the following domains shows how people with
greater stress have more anxiety trait and state and use strategies such as wishful thinking,
self-criticism, social withdrawal and problem avoidance. The results of this study showed
that the greatest predictor of perceived stress was anxiety trait. As for the domains or
strategies used to cope with stress, in our study, the use of certain strategies, such as
stress, whereas the use of wishful thinking appeared as a predictive factor of greater
stress. Former studies using other coping tools found a positive relationship in terms of
protection regarding the student’s mental health, in those students who used an optimistic
strategy. In this sense, possibly, our study sample did not understand, culturally speaking,
what wishful thinking meant or they did not know of any strategies truly framed in this
state of optimism or illusion. This could be a protective factor in terms of mental health;
however, this may hamper optimal results in terms of reducing the stress they suffer.
tolerating stress and in preventing psychological distress (Dooley & Fitzgerald, 2015).
Coping is defined as cognitive and emotional attempts to deal with the internal or
trait or outcome. Higher education students cope in different ways with varying levels of
success. For a minority of students, the challenge is too great, and consequently they exit
their programs of study (Vàzquez, Otero, & Diàz, 2012). Some students adopt positive
41
methods such as seeking social support or using leisure activities while others use
mechanisms include: ignoring the problem, failure to seek help from others and escapism
through substance use. As a result, some students contemplate self-harm and suicide
especially the young people who do not seek help or talk about their problems.
coping strategies employed by distant students indicate that student use diverse coping
strategies including seeking social support and making changes to improve the stressful
situation. They also use escapism through substance use, comfort eating, or trying to
ignore stressful experiences. There is limited research from teacher education students’
perspectives on the strategies they use to cope with stress during their educational
programs. Some of the positive coping strategies identified by Gore et al. (2014) include
seeking support and using leisure activities. However, dysfunctional coping methods are
also reported which include taking out frustrations on children especially for the married
University, Saudi Arabia showed that the different coping strategies of the second-year
nursing students in University of Tabuk. As shown in the table that the items: “Listening
to music”, is the highest coping strategies utilized. The second coping strategy is
“Identifying with models of physicians who prioritize their quality of life. Followed by
“Studying the minimum needed to pass subjects”; and “Going out to dinner” respectively.
All of the above-mentioned items were rated as agree by the respondents which implies
that they have been utilizing these coping strategies to overcome their stresses. This can
42
be corroborated with the qualitative study conducted among students wherein employing
non-physical and positive coping strategies was the most salient theme that emerged from
the data which included listening to music as an activity could deal with various
academic stresses in a relaxed manner According to the student’s response on the coping
strategies, the students seem to identify a model who prioritize their quality of life. This
can be corroborated in the study as cited by wherein it was noted that education has a
positive impact on professional identification for almost half of the students. Thus, the
They should not let those struggles and experiences hinder their education, as
much as possible; students must always be resourceful and have the initiative to take
immediate actions and generate effective coping strategies that will help lessen those
kinds of experiences during online learning. On the contrary, there are still students who
keep on facing difficult experiences and they are having a hard time in coping up with the
that teachers share the same problems with students under the new learning modality.
The group said that the online class setup now being tried by schools pose various
concerns that need to be threshed out. Exposing the many problems of online learning
and expressing the frustrations of the youth over the modality, “was done in bad taste
peppered with expletives and put teachers in a bad light. Student difficulties in doing an
43
online mode of learning are suggested to be caused by many factors such as house chores
and noise coming from different sources. It later highlighted some more concerns on the
online classes through a series of rants by the student directed at the teacher.
& Zeleniko, 2018; McCarthy et al., 2017). McCarthy et al. found that nursing students
adequately used positive coping mechanisms such as solving problems directly, which is
called approach coping (2017). However, Gurkova & Zeleniko defined positive coping as
receiving social support from peers, family, and significant others (2018). Other
researchers found that nursing students may cope with stress by avoiding the issue
(McCarthy et al., 2017). This is called avoidance coping and may include activities such
as procrastination, binge drinking and drug use (McCarthy et al., 2017). McCarthy et al.
(2017) found that nursing students (n=138) were willing to change their unhealthy coping
mechanisms once they were given an educational intervention that demonstrated methods
students reported having more stress than novice students (Gurkova & Zeleniko, 2018).
(Huang, Lei, Xu, Liu, & Yu, 2020) in their study (Emotional responses and
comparative study), with 804 participants, 430 of which are second year nursing students
their study found out that women showed more severe anxiety and fear than men.
Participants from cities exhibited these symptoms more than participants from rural areas,
however rural participants experienced more sadness than urban participants. The nearer
a COVID-19 zone is to the participants, the stronger the anxiety and anger.
44
there is still enough evidence suggesting use of mitigating practice measures to deal with
their studies; coping strategies also aid in relieving students’ stress. Several researchers
found that the best and most useful coping strategies are problem solving, transference
(efforts to keep a positive attitude toward the stressful situation), and unrelenting
Synthesis
approaches, online learning became the answer to this change. Faced with hurdles and
difficulties online learning offers students the continuation of their studies bringing hope
in the pursuit of their education. Despite the benefits of this new modality, it is but
without flaw.
Academic stress is the main source of stress faced by nursing students. In a virtual
setting where face to face interaction is absent students are still able to learn, however
what should be taken into consideration is that students who are less privileged, who
experience difficulties and those who have poor coping mechanisms are the true sufferers
of this adjustment. They should still be involved and actively participate in an online
class to catch up with the lessons given to them but those who have no access to any
device, have a poor internet connection and those who struggle to cope up with the
situation will be having a difficult time maintaining the quality of their education. Due to
45
these factors, they will struggle academically, and it will be difficult for the students to
fully adjust with this type of learning not until the COVID-19 has been eradicated.
46
METHODS
This section of the study presents the research design, the participants of the study,
the data gathering instruments and procedures, the validity and reliability of the
instrument, the rigor of the study and the data analysis and interpretation.
Research Design
approach in order to discover the lived experiences and coping strategies of the nursing
participant and does so focusing on his or her perspective without the use of deception
(Giorn, 2009). Furthermore, the method allows the researchers to keep the voice of the
participants in the research without abstracting their viewpoint out through analysis.
Rather, it is the subjective psychological perspective of the participant that captures our
This study aimed to explore the lived experiences and coping strategies of the
nursing students towards online learning. As such, it is not only the reactions and
behaviours that are included in the data, but also the thoughts, impressions, feelings,
Through this approach, the researchers were able to closely focus on the specific data to
be analyzed in detail.
This phenomenological study explored the meaning of the lived experiences and
The Participants
The participants of the study are bone fide students of the University of San
enrolled on the said course starting from academic year 2020 to present. They were
purposively selected through the pre-set criteria, 1) Nursing Student of the University of
and 3) Be able to share their lived experiences. 4.) male/female 5.) residence.
Inclusion criteria derived from the participants of the study were the nursing
students of the University of San Agustin. The selection of the participants was based on
the criteria. 1) currently under flexible learning education implemented by the University
of San Agustin, utilizing modalities such as online learning who are experiencing
difficulties due to the learning approach 2) age, 3) sex (male/female), 4.) either level I,
5.) level II, 6.) level III, & 7.) level V nursing students. The participants of this study
A set of guide questions for the actual interview were used to gather information
pertaining to lived experiences of nursing students towards online learning It was then
further subdivided into four dimensions, physical, emotional, social and spiritual. The
second part is about the coping strategies which involve questions that would elicit
whether the participants coping strategy falls under emotion focused coping or problem
focused coping.
An in-depth interview using a direct one on one and focused group discussion
virtual video conferencing via google meet and zoom meeting were utilized as means of
48
gathering information from the participants. The meeting was digitally recorded
throughout the activity, including audio and video inputs and outputs respectively.
Questions regarding the lived experiences of nursing students towards online learning
were asked among the participants using an interview guide, a researcher-made and
participants.
A letter written by the researchers, noted by the research adviser, and approved by
the Dean of the College of Health and Allied Medical Professions of the University of
San Agustin to the Nursing Program of the College of Health and Allied Medical
Professions of the University of San Agustin was used to ask permission and to help in
the conduct of the study. The letter contained the purpose in undertaking the study,
information to be gathered, and the participants of the study. Upon approval of the letter,
the researchers proceeded to gather the data for the study from the nursing students
through a virtual conferencing via google meet and zoom meeting interview. Before
administering the data gathering instrument, the researchers had secured the verbal
Considering the current situation of the country with COVID - 19 and by abiding
to various government and academic related guidelines and protocols, all activities and
procedures geared towards the accomplishment of this study were done free of physical
contact and were carried out via online utilizing technologies that are convenient and
appropriate to our intended participants. Through this, the researchers can ensure the
49
safety and protection of our participants paying particular importance to their wellness by
The researchers sent an email to the participant containing the letter of informed
consent. The researchers explained to the participants the purpose of the study, the data
to be gathered, and were assured of the confidentiality of the information they provided.
Also, the data gathered though phone call, google meet and zoom meeting were used for
The participant was requested to send back the letter of consent to which his/her
electronic signature was attached therein. The nursing students has given their consent to
The participants were oriented prior to the interview schedule, a dry run was
conducted to facilitate familiarity and comfortability for the participants’ part. They were
introduced of the sequencing of the activity, the questions which will be asked of them
and how many times they will be asked. The participants were divided into two groups,
the first group for focused grouped discussion was composed of 6 nursing student
facilitated by three researchers. The activity lasted for 1 hour and 45 minutes. When the
The second group underwent a one on one in depth interview with the researcher.
This group was composed of 6 participants. It was a one is to ratio. The interview lasted
between 35 minutes to 1 hour when the gathered information was deemed sufficient to
answer the research objectives. In an event that the researchers found the collected data
was insufficient, the researcher made a request for another meeting from the participants
in order to complete the data while paying consideration to the availability and
50
convenience of the participants. In an event that the participants had queries and
questions related to their participation and needed assistance, the researchers provided
them with their contact details specifically the mobile number and email address found
In case when the researchers finds the situation to have inflicted physical,
shall take action and refer it immediately to rightful authorities to secure the safety and
Before the study was conducted, a consent form was be given and thoroughly
explained to each participant stating the purpose of the study. They were also informed of
the benefits that come along with their participation. They were assured of strict
confidentiality of the data throughout the study, in which any information provided will
not be publicly reported in a manner that would reveal their identities as the participants
of the study. The information gathered throughout the study were solely used for
academic research purposes only. It was stated thereafter in the informed consent that
their participation is purely voluntary and that it will be free of any form of force or
the study, he/she can do so freely without any negative repercussion entailed to him/her.
Each of them was made to sign the consent form and was given a copy.
in an event that they wish to withdraw from the study whenever they feel threatened with
their personal integrity, they can do so without prejudice and any complications. The
51
welfare of the participant were protected throughout the study, and they were treated with
dignity and respect. Pseudonyms were utilized in order to protect and maintain the
deleted 8 months after they had been elicited from the participants. No other copies in
print or digital form of the said data will be produced other than the original copy which
ensured, and maintained respected and protected. Moreover, all data were stored and
To establish trustworthiness in the study, Lincoln and Guba's (1985) criteria were
employed for judging the soundness of qualitative research. This includes credibility,
credible and believable from the perspective of the participants in the research. It
understands the phenomena of interest from the participant's eyes and the participants can
legitimately judge the credibility of the results. The participants will be interviewed so
researcher developed a close familiarity with participants as they live in their natural
setting (in their homes). The researcher was able to build rapport and persistent
observation to the participants prior to the conduct of the actual interview. According to
Bitsch (2005) and Krefting (1991) peer examination helps the researcher to be honest to
52
his/her study and also peers contribute to researcher's deeper reflexive analysis. In
addition, faculties of the College of Health and Allied Medical Professions - Nursing
Program helped to identify the categories that were out of the framework of research
questions and the negative cases. Triangulation was carried out to check the consistency
of the findings generated by different data collection method such as conversation with
the participants at different points of time, conducting an interview in a public and private
can be generalized or transferred the results to other contexts or settings. From the
thorough job of describing the research context and assuming that were central to the
research.
a type of external validity. It refers to the detailed account of field experiences in which
the researcher makes explicit the patterns of cultural and social relationships and put
can begin to evaluate the extent to which the conclusions drawn are transferable to time,
settings, situations and people In this study, the data was assessed for its generalizability
by checking the findings with group of similar informants who have no participation in
the study.
audit trail document was used to the procedures for checking and rechecking the data
53
throughout the study. An audit trail is a transparent description of the research steps taken
from the start of a research study to the development and reporting of findings. These
records will be carried out in an investigation. The idea of dependability, on the other
hand, emphasizes the need to account the ever-changing context within which research
occurs. The research will be responsible for describing the changes that occur in the
setting and how these changes will affect the research approach of the study.
confirmability of the questions. This can be primarily achieved through the use of audit
In an inquiry audit, the auditor both the dependability of the process and
confirmability of the product (Lincoln and Guba, 1985) External auditing will be
conducted, institutional research colleges shall be consulted to review all of the research
procedures and findings, and faculty member will be asked to collaborate, building
partnerships.
Data Analysis
To analyze the verbatim answers and the transcripts of the participants, a thematic
analysis was utilized using Collaizi's (1978) seven steps method 1.) Reading of
transcripts. The researchers read and re -read all the participants verbatim answer
2.) Extracting significant statements. The researchers extracted from the transcripts all
key statements that relate directly to the study theme. Significant meanings were then
meanings. In line with the key tenets of Collaizi's (1978) method, meanings were
formulated from the participants' statements, 4.) Theme clusters. The researchers
organized the formulated meanings into groups, which allowed themes to emerge. Thus,
the meanings formulated in Step 3 were grouped into theme clusters, 5.) Exhaustive
description. The researchers integrated the themes into an exhaustive description of the
participant's written statements, 6.) Statement of identification. The researchers had made
and wrote a short statement, by asking the participants what features of their experience
The researchers thoroughly read the description of the lived experiences and
coping strategies of the participants to explore the lived experiences of the nursing
Next, the researchers reviewed the related studies. After which, the researchers
made a guide questionnaireQuestionnaires with set of questions open ended were both in
English language and "Hiligaynon" for the convenience of the participants toassist them
in better understanding of the question and in giving clearer expressions of their thoughts
during the data gathering. The instruments were subjected for validity and reliability tests
before theyt were exposed to the participants. It was done through a recorded virtual one-
All the data collected in the questionnaires were gathered and analyzed. The
participants answered all the questions asked.The researchers correlated the data that
were collected from the responses. The participants' answers were completely
55
emotion focused coping After which, six matrices were constructed: four for the lived
experiences and another two for the coping strategies. The first four matrices contain the
lived experiences of nursing students towards online learning classified into four
The remaining two matrices contain the coping strategies divided into two
categories. These are problem focused coping and emotion focused coping. Participants'
answers were analysed and grouped according to the different dimensions and categories
based on their answers. Lastly, meanings from their lived experiences and coping
RESULTS
This section of the study presents the analysis and interpretation of data, the general
1. Aphrodite
Female I 20 Zarraga, Iloilo
2. Athena
Female II 21 Lapaz Iloilo City
3. Artemis
Female I 20 Molo,Iloilo City
4. Ares
Male II 21 Tagbac, Jaro ,Iloilo CIty
5. Apollo
Female I 20 Molo,Iloilo City
6. Demeter
Female III 22 MH.Del Pilar ,Jaro, Iloilo
City
7. Dionysus
Female III 20 Pob. Ilaya Dumarao Capiz
8. Hades
Female III 21 Pob. Ilaya Dumarao Capiz
9. Hera.
Female II 20 Tabuc Suba, Jaro, Iloilo City
10. Jupiter
Male V 23 Villa, Iloilo City
11. Zeus
Male V 23 Las Villas Subdivision
Lambunao, Iloilo
12. Hercules
Male V 23 Alta Tierra , Village, Jaro
Iloilo
57
Matrix 2
Demeter
“ang sa mata eye strain gid
bala haw, syempre for how
long… pila ka hours kita naga
tubang sa aton mobile phones,
sa aton nga laptop, gadgets or
any nga gina gamit naton
syempre aton nga mata grabe
gid ang effect since ako man
daan may ara ko nga near-
sightedness man ko dan balaw
so feeling ko kung after klase
naton daw naga dugang blurry
ka akon mata then ano pa
siguro ahumm, back pain
syempre sa pungko naton sa
kadugayon” “The only big
physical changes for me would
be the pulaw.”
“kis a makalab ot sa 7 hours or
matam an na gid gasakit na
akon mata and ang likod ko
Zeus
atleast 2 hours lang ga sakit
na”
pain”
The lived experiences in the physical dimension of the participants begins with
their shift to non - traditional mode of learning from a familiar face to face educational
environment. Most of the participants shared similar experiences. Most of the nursing
students experienced problems regarding the new modality of learning were manifested
by eyesight problems, headache, postural problems such as back pain, lack of physical
activity, gaining excessive weight and some reported also of losing weight. These
60
experiences were the indications of more complications leading to --fatigue and lack of
motivation.
of online learning for nursing students and which lead to physical consequences such as
Nursing students’ physical lived experiences included the need to had to face these new
It is in consonance to Roy’s adaptive model that stipulates the first mode, as being
the physiological - physical mode, meaning that it is the manner to which the person
responds to the stimuli coming from the environment. It’s the body’s attempt to adapt via
regulation of our bodily processes, including neurochemical and endocrine systems. The
environment, which are, nutrition, elimination, activity, rest and protection. In this study,
it was revealed to be inadequately met resulting into various physical complications -It
suggests an imbalance to the equilibrium of adaptation as such being the process and
outcome whereby thinking and feeling persons as individuals or in groups use conscious
awareness and choice to create human and environmental integration; nursing students
with their physical dimension of their lived experiences to their new environment the non
Duraku and Hoxh (2020) indicated a lack of attention and focus and decreased
motivation to attend lessons and study during the COVID-19 pandemic. The jump into
online learning systems was associated with a decrease in motivation, self-efficacy, and
cognitive engagement. Students were mostly worried about the problems associated with
61
their future professional careers and studies, and also experienced boredom, anxiety, and
frustration.
learning and lead to the physical complications such as eyesight problems, headache,
migraines, back pain, gaining excess weight and weight loss to some. Participants were
left with no choice but to endure the concerns related to the effect of online learning
According to Liu et al. (2020) Moderate to high level of chronic stress caused by
the pandemic and online learning has led to many physical symptoms, such as headaches,
eye strain, insomnia, weight gain, hormonal imbalances, and back pain. It also follows
that exposure of students to blue screen devices are increased throughout the duration of
online learning that is more likely to cause or aggravate existing problems faced by
students.
na hindi ko mag join sa klase kay can’t open my eyes kasakit gd”
Staying glued to a digital screen, the blink rate reduces. Blinking helps moisten
the eyes and not blinking enough can cause dry eyes. Also, the gadget should be placed at
least at arm’s length to reduce strain. Experts say that students have to take extra care of
their eyes and reduce the time spared for watching other online videos and games if they
University health experts say that they have seen more students with eye strain
addition, he said some rare symptoms for eye strain can make one’s eyes feel gritty or hot
62
so their ability to focus is low (Martin, 2020). Sitting for long periods of time in front of a
computer has created additional health problems for many students like having more back
and neck pain than usual from being on computer more frequently.
“Back pain but I think in the long run I lose 4 kilograms of my weight maybe; it is
because of my poor eating habits; I ate 2 times a day because of the class schedule”
Howlett and Gainsborough (2020) Among barriers to online learning, the most frequently
at home and poor communication or lack of clear directions from educators. Lack of
physical space conducive for studying and mental health difficulties were also common.
“I can’t find some time for a proper exercise or do any of my routine work out
schools have shut their doors and classes have moved online in order to slow the spread.
The transition to online learning has impacted not only teachers, who have had to amend
their courses, but also students who have had to adjust to a new learning environment.
One of the major consequences of the transition to online learning is its impact on student
health, specifically lack of physical exercises and sleep cycle. Students in different
institutions are now sacrificing sleep to wake up for classes on Google Meet or Zoom
(Blarham, 2020).
cycles and physical engagement, increased digital use can affect student’s physical and
63
mental health. He also explained that college students in particular are struggling to
create an environment free of distractions and develop the necessary organizational skills
to stay on top of their assignments, noting that these difficulties can affect students’
“Nag dugang gd ko weight which is nag buhin na ligad nag dugang nman liwat.“
nation (Clarke et al., 2015). Das and Evans (2018) looked at behavior management,
perceptions, and challenges of the college students. Using nominal group technique, the
managing weight, the barriers to managing weight, how effective the students thought
they were at 5 managing weight, and techniques used to manage weight. They found that
most students were concerned with gaining weight in students dealing online learning.
However, students thought there were many barriers to being physically active including
lack of time and motivation. Addressing the issues of weight gain in college students by
looking at the influence of eating, sleeping, and physical activity on weight gain, due to
increase exposure in online class students were stress and tired in dealing classes in
(Divisha, 2020). Virtual learning has inevitably increased the amount of time
students spend on digital devices every day. Increased screen time usage, especially for
non-academic activities, has been found to be linked with increases in depression, anxiety
and perceived attention problems in online learning Health effects associated with not
sticking to a regular sleep cycle include difficulties falling asleep, staying asleep, waking
64
up and daytime fatigue. Online learning makes it difficult for students and teachers to
“In online class kis a kun ma sobrahan nako tulok sa laptop or gadgets ga sakit
mata ko like may ara nako dan grado sa left ko nga mata ti bal an ko gid siya nga ga taas
kay ang klase daan namon is may ara kami 6 hours or 3 hours na klase ti sunod-sunod pa
Kim et al. (2020) reported that various physical educational activities geared
toward health should be included in an online class, as most participants, despite various
“I felt lazy sometimes but of course we have to study na maka anu mn we also
have back up problems due to uhm several hours from seating and facing our laptops”
Schaeffer and Konetes (2015) found that online learning in students is more
likely to discontinue their studies than students following traditional education. Moreover,
social isolation during online learning was one of the factors affecting students’ ability to
study
65
Matrix 3
stressed.”
Students' Emotional Instability has been a growing concern, as this group has
changes, and life challenges. Academic pressure has increased over the past years,
especially in today’s paradigm shift from the traditional learning system to a non-
assignments and numerous activities that students have to shuffle through. Students have
undergone immense pressure not only because of the academic demands such as
activities and assignments but also from the pressure coming from their parents as well as
their teachers.
Students' stress and anxiety disorders have increased as a result of online learning,
where there was a significant correlation between student satisfaction and prevalence
of pressure, anxiety, and stress. Students have reported higher stress levels with the
transition to online learning, citing at-home distractions, rigid deadlines and the likes.
“My stress level increases in scenarios that are very important like examinations or
quizzes, then your internet connection suddenly cut off then you prepared so much for
“I’m still very much stressed obviously; it is becoming much harder due to teachers not
being available and the school not being available for questions or inquiries. I'm more or
Research studies have shown the relationship between stress and online learning.
statistics anxiety and performance (Macher, Paechter, Papousek, & Ruggeri, 2012).
“The stress I felt would be when it comes sa retdem you know like when you have
to video tape yourself as what they say when the Cis announced that the retdem is gonna
Subramani and Kadhiravan (2017) revealed the link between academic stress and
mental health among students. He endorsed that academic stress and mental health are
correlated and that students are cramped with the academic structure. Parents and schools
pressurize the student’s way too much for the higher grades that disheartens the students,
further, to add on there is not enough support from the parents and school in terms of
guidance. The students are mentally unhealthy when they perform constructively in the
academic forums. They also propounded that students from private schools are more
incidents in a person’s life that lead to negative emotions like anger, frustration and
nervousness that further develops stress in an individual. Stress is the body’s reaction to
challenge or demand. It can be positive at times; however prolonged stress can lead to
severe health conditions. Stress levels can differ on the basis of how one reciprocates to a
certain situation. Some people just do not care and so they do not get anxious; they
“I easily got irritated maybe it is because of extreme pressure and stress gid to the
point that I literally throw my books and notes sa ka-ugot nga indi ko na makita ballpen
ko.”
“I don’t really like online classes because I can see myself cursing and having
Students in the online course reported higher levels of anger, anxiety and pressure
than students in the on-campus course do. These results are in line with some previous
studies. For example, Regan et al. (2012) claimed that online environments have a
distinct overall emotional tone that differs from traditional educational settings. Other
studies show that technology-based learning environments lead to a bit more pleasure and
less anxiety, although these results are not significant (Loderer et al., 2018). It is argued
that the resources (especially the ability to learn self-regulated) students may have an
impact on their emotional experience. Students who learn self-determined need less
learning time for a better performance, whereas anxious learners need more time and still
achieve worse results, which could explain a higher level of anger (Marchand and
In a similar study of Saghafi, Franz and Crowther (2014), they said that the online
learning setting will not, however, replace activities taking place in Face-to-Face
environments in higher education. Rather, their research shows that both the F2F and
web-based learning environments have their respective uses – but also their limitations.
Therefore, they conclude that both settings work together in complementary ways for
workshop spaces 24 hours – virtual or F2F – that is recognized as critical for students.
synchronous workshop provides a learning space for students supporting hands-on skills
training, peer learning and spontaneous feedback, while the virtual asynchronous
workshop turns out to be better suited for constructive discussion, archival of design
students that face-to-face learning are more suitable for constructive discussion, archival
of design development and review of individual or peer progress which are required in
the nature of the course - that mainly focuses on practice-related, skills based
“Kis a mas gusto ko man nga indi (online learning) kay mas better gid abi kun
face to face pero okay lang man ah, Continue lang gihapon.”
Encouraging learners to express and share their feelings and emotions is also
al. (2014) believe that this will help learners better support one another and cope with the
“I guess my past clinical instructor I’ve always talked to, actually at the start of
online classes I always talk to her every night just to calm my mind and just to have
72
someone to talk to outside of my home and I have few friends but never talk about this
stuff.”
The behavior and mutual relations of individuals and groups are explained by
includes relationships with others that are meaningful to the person, and support
systems. This mode focuses on attaining relational integrity through the giving and
receiving of love, respect and value that is related to the emotional dimension of the lived
experiences of the nursing student towards their online learning. The basic requirement
requirements. The components of interdependence mode for groups are the situation,
infrastructure and the capability of members to cope with any emotional struggles.
Learners will also be able to share successful coping strategies with their peers.
Other suggestions to help reduce negative emotions include encouraging the use of
emphatic talk amongst students. (Allan and Lawless, 16 2003); ensuring tutors act as
facilitators (Symeonides and Childs, 2015); and using worked examples with novice
learners (Jung et al., 2015). Although scholars have suggested numerous strategies to
collaboration may yield new findings that could be of great benefit to these students.
“Hmmm, yes syempre as a person kilanlan mo man nga may ma comfort kanimo
ara man family ko, ara man friends ko and other people nga kilanlan ko so kung kilanlan
Reddy et al. (2018) in their study concludes that stream wise difference in stress
does exist in students. It is important to deal with stress at personal, social and
institutional level. Remedies such as feedback, yoga, life skills training, mindfulness,
meditation and psychotherapy have been found useful to deal with stress. Identifying the
main reason for stress is the key to deal with it. Professionals can develop tailor made
strategies to deal with stress. The integrated well-being of the students is important not
participants such as stress, emotional instability and pressure from the online learning
educational environment still they were able to preserve and maintain their relational
integrity through giving and receiving of love, respect and value between and among
their loved ones and peers. Suggesting that the participants are able to attain the fourth
Matrix 4
Hera
“it always been the same
never change because of
online learning and spent
more time in here which
my home which my family
always appreciated it
because I clean the
house.”
With all the school activities, requirements and deadlines, there are countless
activities that compete for time on the family calendar. Family time, however, can serve
as an escape from the demands and deadlines of daily life, and is paramount in building
strong relationships.
being together in school to virtual learning has the biggest impact on students' social life,
by being able to be together with family, exercising communication through social media
platforms with friends and efficient time management makes this paradigm shift more
bearable and improves relationships. Despite of limited and seldom physical interaction
and communication the participants claimed to have managed and maintained the
relationship that they have with friends. Claiming also that, family time has been better,
they were able to communicate and bond with their family on a daily basis and
In Roy's third adaptive mode that focuses on the primary, secondary, and tertiary
roles that a nursing student occupies in society and knowing where he or she stands as a
member of society. This describes the adjustment in the sudden shift of routine following
In order to attain the goal of this mode nursing students should have a constant
interaction with their families, friends and significant others and the community members.
The findings of this study revealed that the participants' relationship with their family and
friends has been much better or improved regarding family time bonding and
communication in spite being in an online learning environment. Iit also revealed that
between and among peers has not affected friendships. I instead, it enabled the
participants I to maintain good relationships with their friends. This helped them boost
their confidence and morale,bonded them even more and created better relationships.
Family and friends time offers numerous benefits, such as building confidence,
creating a stronger emotional bond between family members, and friends, improving
togetherness and relatedness. Thus, most of our participants speak of having more time
for bonding with family than the latter part of going to school which is face to face. It is
convenient for them to spend time and bond as they were together in one home or place
parents and children increases as they are able to spend much more time together. Such
instances allow parents to become a source of comfort in easing pain and worry and
engage in conversations with their children to help them in alleviating their stress. Online
learning with parental support guidelines could help in improving the bond between
children and their parents (Wang, Zhang, Zhao, Zhang, & Jiang, 2020).
“Effect of online learning is actually a good thing because I became more open
with them (with my family), we got to have a lot of conversations at home so it helps me
Adolescents' social choices were greatly restricted by time and place. Their lack
school structurally reduced their social circle to friends who they met in the
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was a central social constraint for relationship formation. Living in the same
neighborhood and attending the same school often resulted in a high level of social
similarity.
According to (Rainie and Wellman, 2012) friendships that were in the past based
on social groups with clear boundaries and social expectations of mutual interaction have
become diverse and dispersed personalized peer networks that lack clear boundaries and
have become blurred with the following basis that includes activities that are coordinated
through face-to-face are not carried out through online or phone and relying on
individualized communication rather than social groups that has been totally undergone
by the participants that made their relationship with their friends not that close to what
The participants have described their relationships more on the positive extent of
being in online learning. Most of them were still able to communicate with their
friends;however, not as the same as it was during traditional learning due to limited time
to catch up to each other and existing hindrances such as limited time and up tight
schedules. Despite these they are still able to maintain the friendship. These major
maintenance and communication have been highlighted by a large number of studies that
“Despite of this online class we don't see each other ,my relationship with my
friends and family is very good and muna ang hambal ko earlier na ang communication
na biskan simple na” how are you and hello “ are great help to both parties , so muna it
“We still are talking to each other we are still communicating, nothing much has
changed”
With the growing popularity and ubiquity of social media, the public, and the
research to some extent, has been concerned with the proliferation of online relationships
and the concern that these are replacing higher quality offline relationships. Studies
conducted in the early 90's found that adolescents in Western countries were reporting
that they maintained interpersonal communication with others they met online as well as
with friends they met face-to-face. (Wolak, Mitchell and Finkelhor, 2003).
Online learning has consumed so much of the student’s time and flexibility that
students never find time to do it. Personal attention is also a huge issue facing online
learning such as their personal and social lives. Students want two-way interaction which
sometimes gets difficult to implement. The learning process cannot reach its full potential
until students practice what they learn. Sometimes, online content is all theoretical and
does not let students practice and learn effectively. Students feel that lack of community,
technical problems, and difficulties in understanding instructional goals are the major
barriers for online learning (Song et al., 2004). Students were found to be not sufficiently
prepared for their work, family, and social lives with their study lives in an online
learning environment.
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In relation to (Song et al, 2004) most of our participants were not able to attend
family gatherings and parties with particular reasons that they don’t have enough time
and were burdened with all the activities and requirements given to them or because of a
packed schedule.
“Kis a di nako ka attend ka mga birthday party or family gatherings and gora
time and the activities that fill up one’s time, Kelly also noted that not only do individuals
typically underestimate or overestimate how long it takes to complete a task but that they
rarely give an accurate estimation. Making effective use of time involves maximizing
functions such as starting a task, staying focused, and balancing one task against another.
Developing work plans may be one way to address this; however, students who typically
Possibly because they are aware that, although they have planned to do an activity,
their innate voice tells that they will still have trouble actually starting the task and will
have trouble juggling their various tasks (Lay & Schouwenburg, 1993). ( Britton &
Tesser, 1991) suggested that students who are actively engaged in time management
processes are likely to see attainment benefits. Britton and Tesser stated that short-range
planning was a more effective time management technique than long-range planning
allowed for flexibility, something that is clearly relevant in the lives of fast-paced,
multitasking modern students, but also something that might not lead to students
developing effective study habits. Without the development of effective habits, such as
83
such motivation, metacognition, and self-regulation, students are likely to perform poorly
In Greer, Hudson & Paugh’s study as cited in Park and Choi (2009), family and
peer support for learners is important for success in online learning. Support is needed for
learners from all areas in web-based courses and this may be from family, friends, as well
as peers in class. Greer, Hudson and Paugh further noted that learners need time
budgeting or management, appropriate planning and support from friends and family in
web-based courses.
tasks and I would do everything to clear my to do lists in order to do the things I want.”
“Not really I didn’t have difficulties in (about online learning) when it comes in
Students value the social life of being in an actual class or face-to-face method of
learning, they often worked hand in hand to set goals for each other and everyone found
that really helpful. Spending time with their families is less of an issue when it comes to
online learning but spending time with friends, attending occasions and special gatherings,
and time management were a bit of a struggle for most of them as they transitioned to
Matrix 5
“Sometimes kung na
stressed out ko ga pa
salamat mn ko na every
time before ta mag class
Zeus prayer at least during
my day i have some form
of prayer in my life.”
“We still practice the
rosaries here at home
nga kada 6 pm mn kag
sa school we still
89
online learning has brought an increased demands to an already taxing and difficult
90
approaches are being practiced by most students to cope with such demands. Contrary to
the definition of health by the World Health Organization (WHO) which is health as a
state of complete physical, mental and social.ell-being, health should also encompass
(2000), Spirituality is man’s relationship with the creator. For majority of academicians
Particularly, most nursing students have realized that online classes pushed them
to build a stronger relationship to God. The stress, anxiety, and burnout were managed
properly through constant prayers and reflection to the words of God. This outlook is an
indicator of positive coping among the participants. As quoted from the participants
“Despite this pandemic my faith and relationship with God has never been detached,
encountered a lot of problems with my studies and that time I believe that the only person
“Naging stronger siya (my faith) kay every night naga pray gid ako”. “Subong
It is also reflected on the study, that students who include prayer in their daily
routine, developed good habits such as always being grateful, and always having a sense
91
of humility. Amidst time constraints in school and in their personal lives, students still
“I pray to Him (God) everyday asking for help, for forgiveness and for being
“I communicate with God whenever I pray. I pray anytime of the day, it is already
one of my daily routines and results in me not to forget things whenever or something is
bothering me.”
“Everyday mag bugtaw ko sa aga gapa thank you ko (to God), before magtulog sa
gab e gapa thank you ko (to God) then ga rosary taga gab e so muna ang akun routine”
“Every Sunday gid ga simba kami together with my family and praying rosary
mag class prayer at least during my day I have some form of prayer in my life.”
“We still practice the rosaries here at home nga kada 6 pm man kag sa school we
The responses of the participants are in consonance with the claims of Cox (2011),
that student who have positive spiritual beliefs cope with stress by surrendering it to God.
Notably, this process of coping involves three important steps. First, a student realizes
that he/she does not have the resources (i.e.financial or material resources) to deal with
his/her condition. Subsequently, the student will understand that God is all powerful and
cares about their circumstances. Lastly, the student makes a conscious choice when he
has exhausted all human effort to give the matter to God. To give up would be to run
from the problems or employ avoidance coping strategies. In contrast, the surrenderer is
92
facing the problem head on and offering the problem to someone whom the participant
buffering effect on the students’ ability to handle stress. It made student to become
adaptive to change rather than being avoidant. It helped students discern reality to
“I am telling Him all my worries which lighten my chest from anxiety, stress, and
“I communicate with God whenever I pray. I pray anytime of the day, it is already
one of my daily routines and results in me not to forget things whenever or something is
bothering me.”
“Kay online class nagin active gid ako sa youth department sang church nmn kay
by Yun, Kim, and Awasu (2019) revealed that the students’ level of spiritualty is
proportional to the use of approach coping strategy as means to handle stress rather that
dysfunctional coping. The study discusses approach coping methods, such as active
coping, positive framing, and religion, were significantly correlated with lower levels of
distraction, denial, substance abuse, venting, and self-blame were correlated with higher
levels of stress.
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The theme is in consonance to the second adaptive mode of Roy’s adaptation model
comprised of two components, the physical self (i.e. body sensation and body image),
and personal self (i.e. self-consistency, self-ideal, and moral-ethical-spiritual self). Hence,
there should be balance between the physical self and the spiritual self to become a
holistic individual. It undeniable that nursing student should not just have a healthy
physical, mental, and psychological well-being, it is a must that they should also possess
mutual relationship with the world and a God-figure. Indeed, nursing students manifested
this mutual spiritual relationship. Amidst the challenges and difficulties brought by
pandemic, nursing students battled and surpassed doubt. Through believing that they
have God who will help them throughout their journey, nursing students have regained
adaptive behavior. Common human spiritual experiences are wonder, awe and gratitude
interdependence. If a nursing student does not have physical resource (i.e., money,
internet connection, good space), he/she cope up through prayers. If a nursing student
nursing student experience anxiety, fear and loneliness, he or she will just pray and
94
dimensions of health.
Not only applicable to the academe, the second adaptive mode or RAM is also
evident in the actual nursing practice. A nurse will always convey deep respect for the
other's common humanity; demonstrate empathy; show one's own dependence on God
and commitment to faith; believe in another spiritual self; be nonjudgmental about how
aspect especially for nursing students because it will help them connect to other people. It
helps builds sense of unity and pushes to become a role model to everyone.
95
Matrix 6
Aphrodite “If I have enough time for a break, I would use it to take a
nap. If it's not a nap, I take my time to finish an episode of
Korean drama or a chapter of a webtoon story. I also take a
few minutes to walk around the house after sitting for a long
period of time.”
Artemis “Ahumm, if kung needed gid like for example kung wala kana
gid choice kay since online ta ang number one problem gid is
ang internet or ang aton data so ang kaya koman akun
ubrahon mga assignment’s nga together with my friends pero
if ever man bala nga mag send2 nga wala kana gid choice te
need mo gid man kis-a help sa imo nga friends mo or
classmates mo.”
Apollo “pray and you attend online masses. Continue your daily
routine on what you have done prior to the pandemic and
prior to the online learning is pray and attend mass and do
rosary as well be thankful to God.”
Hades
Hera
“I’m just finding ways to look on the bright side gid.
“ “Naging natamad na ako bala so waay gid physical
activity, daw dira na nag start gain weight liwat, uhm ang
mga na lose ko nag balik naman and I became to be very
insecure na.”
Jupiter
“this physical changes difficulties I encountered which is the
acne can be treated with the help of dermatologist using skin
care routines and managing the stress by listing do’s so yeah,
that’s all.”
Zeus
“In the past, during my duty days and classes I only ate twice
or once a day. Then ever since I came home it is the main
reason I gained weight.”
“In the past, during my duty days and classes I only ate twice
Hercules
or once a day. Then ever since I came home it is the main
reason I gained
98
solving; they typically involve identifying the problem, considering possible solutions,
weighing the costs and benefits of these solutions, and then selecting an alternative
Problem focused coping targets the causes of stress in practical ways which
tackles the problem or stressful situation that is causing stress, consequently directly
reducing the stress. Problem focused strategies aim to remove or reduce the cause of the
social support.
“This physical changes difficulties I encountered, which is the acne can be treated
with the help of a dermatologist using skin care routines and managing the stress.”
Acne has a high worldwide prevalence rate of 85%. Although there is widespread
acceptance of the relationship between stress and acne flares, not many studies have been
conducted to assess this relationship. There is already a wide perception that stress
aggravates acne. In a study performed in Australia among final year medical students at
(Dermatol, 2021). Some of the respondents stated that one of the effects of online
learning is developing acne marks and the primary coping strategy is to consult a
dermatologist to acquire effective treatments such as skin care routines. Stress triggers or
worsens acne by multiple mechanisms. Not many studies have assessed the relationship
between stress and acne flare. Managing stress is another coping strategy to alleviate the
correlates with acne severity. Therapeutic approaches can be adjusted according to stress
Problem focused coping, particularly seeking professional help, can help rebuild
coping targets the causes of stress in practical ways which tackles the problem or stressful
situation that is causing stress, consequently directly reducing the stress. Problem focused
strategies aim to remove or reduce the cause of the stressor, including: Problem-solving
(Mcleod, 2015).
“For me how I cope with my, how I cope with it would be physically I would say
since I mentioned a while ago my main problem was sleeping schedule so the way I cope
is as much as possible if I sleep at 6 or 6:30 I always set an alarm for maybe like at least 6
hours later, I know 6 hours is not enough sleep but at least if I sleep 6 hours later, 6 hours
or maybe 5 hours later at least I could try to wake up so at least I feel a little energized so
at least I have more time at day to do stuffs and then by the time at night time I feel
sleepy enough to fall asleep quickly, so in simple term they always say the way I tried to
cope is uhm, I try to push myself to wake up at a shorter time biskan 5 or 4 hours of sleep
‘Kung mag sakit likod ko ga pahuway ko danay na or higda mga 30 mins asta indi
ko na ma batyagan ang sakit ka likod ko bala kay kis a kun tam an na gid bala. Kun sa
mata ko naman na ga sakit kis a ga idlip-idlip ko danay and pahuway tulok sa cellphone
“In terms sa mata naga set lang ko time until 10pm lang then naga start lang ko
early kag end early. Kag sa Physical activities nga naguba gina try ko siya nga mabalik
like wake up early kay para maski 30 minutes lang nga maka exercise ako.”
Studies have uncovered a group of students that has time management ability at a
moderate level and very few individuals have command on managing time. They are
expert in time management due to this they are high academic achievers (Yilmaz,
Yoncalik, & Bektas, 2006). Time management is perceived as one of the central points
by time organizing abilities. Time management abilities are most crucial in internet
commit satisfactory time to course work. (Balduf, 2009; Britton &Tesser, 1991; Kerr,
Rynearson, & Kerr, 2006; Macan, Shahani, Dipboye, & Phillips, 1990; Trueman &
Hartley, 1996).
them prioritize things-,what things should be done first and what things should be done
later. Improving student’s time management while having online learning will lower the
obligations and responsibilities - expected of them. Setting a specific time for a specific
errand will improve the organizing ability of a student so that assignments or projects will
not pile up. In general, problem-focused coping is best, as it removes the stressor, and
does dea with the root cause of the problem, providing a long-term solution.
focused strategies will not work in all given situation where it is beyond the individual’s
101
control to remove the source of stress. They work best when the person can control the
source of stress. It is not a productive method for all individuals as such not all people are
Matrix 7
Artemis
“pray and you attend online masses. Continue your
daily routine on what you have done before prior to
the pandemic and prior to the online learning is pray
and attend mass and do rosary as well be thankful to
Ares God.”
Dionysus “I’m just finding ways to look on the bright side gid”
due stress in online learning. They gained weight physiologically. As a result of stress
which causes the adrenal glands to release a hormone called cortisol. When this happens,
you may notice an increase in appetite and a desire to eat sugary, salty, or fatty foods.
Our participants reported stress and as a way of coping with these undesirable
the main source of stress faced by nursing students. The factors leading to academic
stress are preparation for exams, receiving negative feedback from teachers in the
instructional methods, uncertainty about content and curriculum, gaps between theory
and practice and lack of guidance from teachers. Moreover, other academic stress factors
such as poor communication among teachers and nursing students and lack of support in
their study was viewed as crucial and expected to increase the feelings of frustration
and dissatisfaction among nursing students (Blomberg et al., 2014). Online learning
presents a major risk on physical health, otherwise known as functional health which
results in a trend away from active leisure pursuits and recreational sports and leading
To deal with such situations the participants would do some break times as a
means to lessen the stress experienced, the participants would use this time to take a short
nap, watch Korean dramas to distract themselves or indulge in webtoon readings. They
also take a few moments to walk around their house after sitting for an extended period of
time while in online class. Some can no longer deal with their task at hand. The
participants reported asking for help and assistance from friends to effectively cope with
the situation.
The Bible, watching inspirational videos, praying the Rosary, attending online masses
asking for guidance, knowledge and wisdom from God can uplift their spirits.
over- identification will decrease (Lace & Reliable, 2017; Ola, 2016; Akin & Akin,
2015). This is in line with (Barmola, 2016) findings in which he discovered that the
105
meaning of life, one of which is the importance of education. This proves that the
Emotion-focused techniques might be the only realistic option when the source of
stress is outside the person’s control (Lazarus, R. S., & Folkman, S. 1984). In general
people who used emotion-focused strategies reported poorer health outcomes. Such
strategies are ineffective as they ignore the root cause of the stress. Emotion-focused
coping does not provide a long term solution and may have negative side effects as it
delays the person dealing with the problem. However, they can be a good choice if the
source of stress is outside the person’s control. People tend to use emotion-focused
coping when they believe that they can do little to change the stressful situation.
106
DISCUSSION
This section of the study presents the findings, conclusions and recommendations
Summary
This study explored the lived experiences and coping strategies of nursing
students towards online learning of the University of San Agustin. Specifically, this study
explored the lived experiences of nursing students towards online learning in terms of
and determined the coping strategies used by the nursing students towards online learning
approach. The participants of the study were 12 nursing students in of the College of
Health and Allied Medical Professions - Nursing Program of the University of San
Agustin in Iloilo City, Philippines. They were chosen using the following inclusion
criteria: 1.) currently under flexible learning education implemented by the University of
San Agustin, utilizing modalities such as online learning who are experiencing
difficulties due to the learning approach 2.) age 3.) sex (male/female) 4.) levels (I, II, III,
& V)
Summary of Findings
The results of the study presents the lived experiences of the 12 nursing students
spiritual dimensions that were described in the four adaptive modes stipulated in Roy’s
107
theory the Roy Adaptation Model (RAM) which were physiological-physical, self -
For the physical dimension of the lived experiences of the nursing students, there
is a significant change in the setting, academic environment and activity that led to them
to come across coexisting physical obstacles throughout the duration of their online
problems regarding their eyesight, headaches, postural problems like back pain, lack of
physical activity, gaining and losing of excessive weight that contributed to their
stress, pressure and anxiety. Strenuous academic workload, unstable internet connectivity
and limited physical interaction imposed this emotional instability to nursing students
improved. In spite of the ongoing online education where there is virtually a lack of
physical interaction, student nurses were able to continue, improved and strengthened
their meaningful relationships with friends and especially with family. The participants
were able to connect with friends and peers through the use of social media platforms.
Participants-have spent more time with family building a stronger bond and improving
relationships.
Most of the nursing students’ faith and relationship with God was strengthened in
the face of hurdles or a continued faithfulness due to online learning education coupled
with an ongoing pandemic. The participants relationship and faith to God has never
108
changed even with the challenges they encountered throughout the pandemic and online
learning. Moreover, it strengthened their faith and became stronger. In addition, most of
the participants shared that they always pray to God. Nursing students believed that
Spirituality had a greater buffering effect on their ability to handle stress. It made
students to become adaptive to change rather than being avoidant. It helped students
For the coping strategies, most of the participants made use of the emotion-
focused coping to handle their online learning experience, 4 out of 12 discussed their
coping strategies belonging into problem-focused coping. Participants took break times,
short naps, indulge into entertainment and reading nonacademic related text, praying for
guidance and strength as means to lessen the stress experienced and effectively cope with
the situation while other participants approached their stress through Problem-solving
Conclusion
The abrupt changes in the academic environment and the unorthodox modality of
learning left the nursing students with no choice but to continue with their education
through online. The lived experiences of nursing students were classified into physical
dimension, emotional dimension, social dimension, and spiritual dimension that were
concept, role function and interdependence mode.) showed their adaptation with their
online learning journey and experiences. Most of the nursing students have encountered
lifestyle and poor posture while on class, emotional instability - imposed by strenuous
109
academic load, academic pressure, anxiety and stress,. While this is true, most of the
nursing students also have maintained, improved and strengthened their social
relationships with friends, peers and especially with family and experienced continued
function and interdependence mode was also observed in the different aspects of the lived
Most of the nursing student failed to adequately cope with their physical lives as
nursing students retained their relational integrity through giving and receiving of love,
respect and value between and among their loved ones and peers despite being in
emotional distress. Moreover, most of the nursing student experienced improved and
strengthened relations with friends, peers and most notably with family which have
contributed greatly to their well - being while under immense stress and lastly most of
them verbalized that they found refuge in the presence of God that lead them to have
The coping strategies of the nursing students mostly were emotion-focused coping,
with stress. Participants reported to be eating and sleeping more, indulging into
entertainments and praying for guidance and strength as a means to cope while others
approached their situation and experiences differently through problem - solving and
times management.
110
Recommendations
After a thorough analysis and interpretation of the data, the researchers arrived at
balanced diet, adequate sleep and rest habits are recommended to maintain a healthy body.
The family members they are encouraged to continually provide emotional and
social support by showing understanding and care to the nursing students since nursing
students are emotionally distressed and encounter coexisting physical obstacles. The
family should display loving care, understanding and support to help nursing students
considerate and understanding to their students’ situation and to optimize the techniques
exposure of nursing students in order to help the students reduce their emotional distress
responsive in terms of the services they offer for students to avail with. Information
dissemination (utilizing social media platforms, forums and annual events) strategies to
encourage students to use such services to help them manage circumstances in their
related to Nursing students and students in other courses or fields by making use of
different variables such as quality of life, stress management and other variables that
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APPENDICES
118
Letters
www.usa.edu.ph
Cyruz P. Tuppal
Dean, College of Health & Allied Medical Professions
University of San Agustin
Greetings!
We, the researcher namely Gumban, John Rey N., Harder, Gio Earl S., Machan,
KC Jun G., Magbanua, Kian Venus C., Mamon, Charina Marie B., Manoba, Arienne
Faye R., Miclat, Arvie P., Mondejar, Manilyn N., and Nobis, Wennie Rose A. Third-year
entitled, “The Lived Experiences and Coping Strategies of Nursing Students Toward
In this regard, we respectfully and humbly ask for your permission to allow us to
perform our research study in the different year levels specifically levels I, II, III & V
where we will choose three (3) students from each year level in the College of Health and
Allied Medical Professions - Nursing Program of the University of San Agustin. A letter
of consent will be distributed and will be signed by the participants. The participants will
stipulated in our study. Rest assured that the data we will gather will remain confidential
We are hoping for your positive response regarding on this humble endeavor.
Your approval to this matter is greatly appreciated and we deeply express our gratitude in
Thank you!
Respectfully yours,
KC Jun G. Machan
Principal Investigator BSN 3D - Group 3
Noted by:
Greetings in St Agustin!
The undersigned is the Principal Investigator of BSN 3-D Group 3 of the University of
San Agustin, College of Health & Allied Medical Professions, Nursing Program
presently conducting a research study entitled “LIVED EXPERIENCES AND
COPING STRATEGIES OF NURSING STUDENTS TOWARDS ONLINE
LEARNING IN A UNIVERSITY IN ILOILO CITY”.
With your profound expertise, I am honored to invite you to perform a Content Review
on our Researcher's Self - Made Guide Questions.
We believe that with you deep knowledge on this field, your help will be instrumental in
our pursuit of this endeavor
Gratefully yours,
KC JUN G. MACHAN
Principal Investigator BSN 3D Group-3
Noted by:
Greetings!
The undersigned is the group leader of BSN 3-D Group 3 of the University of San
Agustin, College of Health & Allied Medical Professions, Nursing Program presently
conducting a research study entitled “LIVED EXPERIENCES AND COPING
STRATEGIES OF NURSING STUDENTS TOWARDS ONLINE LEARNING IN
A UNIVERSITY IN ILOILO CITY”.
With your profound expertise, I am honored to invite you to perform a Content Review
on our Researcher's Self - Made Guide Questions.
We believe that with your deep knowledge on this field, your help will be instrumental in
our pursuit of this endeavour
Gratefully yours,
KC JUN G. MACHAN
Principal Investigator BSN 3D Group-3
Noted by:
Greetings!
The undersigned is the group leader of BSN 3-D Group 3 of the University of San
Agustin, College of Health & Allied Medical Professions, Nursing Program presently
conducting a research study entitled “LIVED EXPERIENCES AND COPING
STRATEGIES OF NURSING STUDENTS TOWARDS ONLINE LEARNING IN
A UNIVERSITY IN ILOILO CITY”.
With your profound expertise, I am honored to invite you to perform a Content Review
on our Researcher's Self - Made Guide Questions.
We believe that with your deep knowledge on this field, your help will be instrumental in
our pursuit of this endeavour.
Gratefully yours,
KC JUN G. MACHAN
Principal Investigator BSN 3D Group-3
Noted by:
Dear Participants:
We, the BSN 3-D (Group 3) of the University of San Agustin College of Health
and Allied Medical Professions-Nursing Program are presently conducting a research
entitled “LIVED EXPERIENCES AND COPING STRATEGIES OF NURSING
STUDENTS TOWARDS ONLINE LEARNING IN A UNIVERSITY IN ILOILO
CITY”, with an aim of exploring the lived experiences and coping strategies of nursing
students towards online learning, this is in partial fulfillment of our requirements for the
degree of Bachelor of Science in Nursing.
In this connection, we would like to ask for your willingness to take part as one of
the participants of our research study. It will be beneficial on your part; it will help us
better understand your current situation and experiences during this new mode of learning.
And by exploring ones coping strategies to those experiences one can better address their
own situations
The results of this study will be used to provide the students with sufficient
knowledge and skills about the experiences and coping strategies towards online learning
to which will guide and helping them towards tackling education in this new normal
through the use of the innovative solutions.
The researchers will conduct the interview via Google Meet or Zoom meetings for
35 minutes to an hour maximum. However, if the researchers will find the results of this
research incomplete, the researchers may ask for a follow-up interview to be scheduled
based on the availability of both participants and researchers. The interviews to be
conducted via Google Meet and Zoom meetings and will be recorded and will be strictly
124
kept confidential and used for research purposes only. We humbly ask for your time and
cooperation in answering the questions with utmost honesty and sincerity.
Rest assured that your name will not be used if the results of this research may be
published at some point in the future and the researchers will guarantee to share the
results of the study to you.
The researchers would like to extend their heartfelt gratitude on your willingness
and active participation in the study. Thank you and God bless.
Respectfully yours,
KC Jun G. Machan
Principal Investigator BSN 3D Group-3
Noted by:
LEGEND
DONE
NOT DONE
127
BUDGET PLAN
“LIVED EXPERIENCES AND COPING STRATEGIES OF NURSING
STUDENTS TOWARDS ONLINE LEARNING IN A UNIVERSITY IN ILOILO
CITY”
Details Amount
I. PERSONAL SERVICES
SUMMARY
INFORMED CONSENT
I also acknowledge by joining in this study that there are no immediate and/or
foreseeable physical, psychological and emotional harm will fall upon me and in an event
that there is, I am offered assistance by the researchers by them providing me with their
contact details (MACHAN, KC JUN G. : kjmachan@usa.edu.ph/ 0 995738186), (Mamon,
129
All data will be stored and secured in a file wherein it will be encrypted with a
password that can be only accessed and opened by the researchers. After the final
research report, all data collected, may it be in soft or hard copy, will be discarded and
permanently deleted. Moreover, the information to be collected or results may be used in
nursing publications or presentations. I understand that the data will be gathering and
interpreted using Collaizi's (1978) 7 step method
In this study the anonymity of the respondents are regarded thus my identity is
kept. Being a respondent, my sincere interest in participating in this study is expected and
I do not have any other motives such as getting any remuneration. As well as I allow the
researchers to present and publish the results of this study to any journal publications,
paper presentations and research conferences.
As a sign of my agreement to the terms and conditions herewith I will attach here
in my electronic signature in this form and keep a copy of this.
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_______________________ _______________________
Participant Date
_____________________ _______________________
Machan, KC Jun G. Date
Principal Researcher
______________________ _______________________
Magbanua, Kian Venus C. Date
Co-Researcher
______________________ _______________________
Mamon, Charina Marie B. Date
Co-Researcher
______________________ _______________________
Manoba, Arienne Faye R. Date
Co-Researcher
______________________ _______________________
Nobis, Wennie Rose A. Date
Co-Researcher
______________________ _______________________
Mondejar, Manilyn N. Date
Co-Researcher
______________________ _______________________
Gumban, John Rey M. Date
Co-Researcher
______________________ _______________________
Harder, Gio Ear S Date
Co-Researcher
______________________ _______________________
Miclat, Arvie P. Date
Co-Researcher
131
Guide Questions
Dear Respondent:
Warm Greetings!
We are hoping for your favourable response and full cooperation to complete this
study. To indicate your approval to become a respondent and to indicate that you have
understood the purpose of the study, kindly affix your signature in the consent form
attached.
With regard to any question and concern about the content of this survey,
we are available for inquiry through kjmachan@usa.edu.ph. or message at 09957538186.
Thank you in advance for your cooperation.
Email address:
______________
I have read the above description and understood the content *
O Yes
O No
I consent myself to answer this survey knowing that my answer will be confidential and
will be used for academic purposes only: *
O Yes
O No
132
Guide Questions
This Guide questions will gather information to explore the lived experiences and
Coping strategies of nursing students towards online learning. You are in the best
position to provide the data needed in this study. Please answer all of the questions
indicated below. Please do not leave any item unanswered. The statement asks about your
opinion. There are no right and wrong answers. This information that you will provide us
I. Respondent Information
Name (Optional):
Age:
Sex:
Year:
Residence:
II. Lived Experiences
Physical
1. Tell & narrate as much as you like how online learning affected you in terms of physical
problems & complications, physical changes & daily physical activity performance.
2. Describe the frequency of the physical problems and complications, physical changes in
the daily activities.
3. Do you experience other physical complications? If yes, what are those and how often
do you experience that?
133
Emotional
1. Tell & narrate as much as you like What are the effects of online learning on your
thoughts and emotions? What changes did it give you mentally and emotionally?
2. How do you see yourself having online class?
3. Have you ever thought of withdrawing or continue studying through online learning? If
yes, why?
4. Did you feel pressure or stress in dealing with online class?
5. Have you asked anyone for advice or comfort? And why?
6. How do you feel about yourself during online learning?
Social
1. Describe and narrate as much as you like the effects of online learning in your social
life: How did it affect your relationships with family, friends and your community?
2. How your interaction with your family and friends despite staying home and having
online class?
3. How is your relationship with your family, friends, and neighbour’s?
4. Are you still able to attend special occasions or gatherings? If yes, how?
5. Do you still do your daily routines, hobbies (e.g., going to the mall, groceries, shopping,
travelling)?
6. How do you catch up with your friends?
7. Do you experience any difficulties in managing your time between your family and
online learning? If yes, why?
8. During online learning, did your relationship with your family become stronger? If yes,
how?
Spiritual
1. Tell & Narrate as much as you like how online learning affected your faith &
relationship with God and your Church.
2. How often do you go to church ever since online learning began?
3. Have you ever lost hope and faith in God? If yes, why?
4. How do you describe your relationship with God, in relation to your current situation
where you are under online learning?
5. How are you able to manage your time with God despite having many tasks or
requirements to do?
III. Coping Strategies
Physical
134
1. Tell & narrate as much as you like how you cope with the physical challenges,
problems, complications and difficulties of Online Learning.
2. How are you able to cope with your current situation that you are in online learning?
3. What are your daily activities since you are in online learning?
4. How do you spend your time for rest?
5. How did your eating habits and elimination pattern change?
6. How do you maintain your physical health?
7. How do you involve yourself in class participation despite having physical difficulties?
8. Do you ask assistance from anyone in order to accomplish your assignments and/or
requirements?
Emotional
1. Tell & Narrate as much as you like how you cope with the stress, anxiety, depression,
limitations, & difficulties of Online Learning
2. How do you cope with your emotions since you are in online learning?
3. How is your relationship with family and friends?
Social
1. Tell & Narrate as much as you like how you have enhanced your relationship during
online learning
2. What are your activities that promote your self-esteem?
3. What are your activities that help you improve your relationships with your family,
friends, and significant other, etc.?
4. What are those activities that you engage in order to manage or alleviate anxiety and/
depression?
Spiritual
1. Tell & Narrate as much as you like how you have enhanced your relationship with God
and how you have grown in your faith during online learning.
2. How often do you pray and what do you pray for?
3. What are your spiritual practices or routines?
4. Does online learning affect your faith in God? If yes How.
135
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INTERVIEW SCHEDULE
LIVED EXPERIENCES AND COPING STRATEGIES OF NURSING STUDENTS
TOWARDS ONLINE LEARNING IN A UNIVERSITY IN ILOILO CITY
Interviewer
Machan, KC Jun G. ( Principal Investigator )
Harder, Gio Ear S. ( Co - Investigator )
Miclat, Arvie P. ( Co - Investigator )
Interviewee
6 Nursing students
Two (2) level I Nursing student
Two (2) level II Nursing student
One (1) level III Nursing student
One (1) level V Nursing student
Date of Interview
July 18, 2021 @ 8:30 pm
Estimated Time of Interview
1 hour & 45 minute to 2hours maximum or until data is sufficiently collected
Program
Interviewer
Magbanua, Kian Venus C.
Mamon, Charina Marie B.
Manoba, Arienne Faye R.
Nobis, Wennie Rose A.
Mondejar, Manilyn N.
Gumban, John Rey M.
Interviewee
6 Nursing student
One (1) level I Nursing student
One (1) level II Nursing student
Two (2) level III Nursing student
Two (2) level V Nursing student
MACHAN, KC Jun G.
09957538186
kjmachant@usa.edu.ph
Personal Profile
Age: 21
Gender: Male
Date of Birth: June 02, 1999
Place of Birth: Iloilo City, Iloilo
Nationality: Filipino
Religion: Roman Catholic
Name of Parents:
Mother: Janet G. Machan
Father: Fernando T. Machan Jr.
Hobbies: Coffee enthusiast, Hosting and Watching documentaries.
Educational Background:
Senior High School: West Visayas State University - SHS Year: 2016-2018
Miclat, Arvie P.
09661651885
amiclat@usa.edu.ph
Personal Profile
Age: 21
Gender: Female
Date of Birth: November 7, 1999
Place of Birth: Malolos, Bulacan
Nationality: Filipino
Religion: Roman Catholic
Name of Parents:
Mother: Lydevie P. Miclat
Father: Arnel V. Miclat
Hobbies: Sleeping, Watching movies, Anime, Korean Drama, Listening to music,
reading wattpad and webtoons.
Educational Background:
09469159481
kvmagbanua@usa.edu.ph
Personal Profile
Age: 21
Gender: Female
Date of Birth: April 21,2000
Place of Birth: Lambunao, Iloilo
Nationality: Filipino
Religion: Roman Catholic
Name of Parents:
Mother: Mary Jean Magbanua
Father: Rommel Cayumo
Hobbies: Watching movies, Anime, Korean Drama, listening to music, drawing.
Educational Background:
Junior High School: Bingawan National High School Year: 2012- 2014
09055735133
cmmamon@usa.edu.ph
Personal Profile
Age: 21
Gender: Female
Date of Birth: November 10, 1999
Place of Birth: Iloilo Mission Hospital
Nationality: Filipino
Religion: Roman Catholic
Name of Parents:
Mother: Maria Roselle B. Mamon
Father: Shielef J. Mamon
Hobbies: Eating sweets, Watching movies and vlogs, Korean Dramas, Listening to
Music.
Educational Background:
Elementary: Holy Rosary Academy, Inc. Molo Iloilo City Year: 2006- 2012
Junior High School: Holy Rosary Academy, Inc. Molo Iloilo City Year: 2012- 2014
Holy Rosary Academy, Inc. Molo Iloilo City Year: 2014 - 2016
Mondejar, Manilyn N.
09515350391
mmondejar@usa.edu.ph
Personal Profile
Age: 21
Gender: Female
Date of Birth: September 18, 1999
Place of Birth: Macalbang Concepcion Iloilo
Nationality: Filipino
Religion: Roman Catholic
Name of Parents:
Mother: Yelene N. Mondejar
Father: Flavio D. Mondejar Sr.
Hobbies: Watching movies , Taking care of my pets, Going to some tourist spots if I
have time, Walking around with my dogs, listening to music, and reading some short
stories.
Educational Background:
Junior High School: Roberto H. Tirol National Highschool Year: 2012- 2014
09073948764
wrnobis@usa.edu.ph
Personal Profile
Age: 22
Gender: Female
Date of Birth: November 10, 1998
Place of Birth: Barotac Viejo, Iloilo
Nationality: Filipino
Religion: Roman Catholic
Name of Parents:
Mother: Judy Holy A. Nobis
Father: Gener A. Nobis
Hobbies: Watching Movies, Sleeping and Cooking
Educational Background:
Elementary: St. Paul School Barotac Viejo,Iloilo INC. Year: 2006 - 2012
Junior High School: St. Paul School Barotac Viejo,Iloilo INC. Year: 2012 - 2014
Senior Highschool: St. Paul School Barotac Viejo,Iloilo INC. Year: 2016 - 2018
09195519798
amanoba@usa.edu.ph
Personal Profile
Age: 21
Gender: Female
Date of Birth: September 21, 1999
Place of Birth: Pob. Tangalan, Aklan
Nationality: Filipino
Religion: Roman Catholic
Name of Parents:
Mother: Glen R. Manoba
Father: Alfonso N. Manoba, Jr.
Hobbies: Cooking, listening to music, watching movies and Vlogs
Educational Background:
09279274623
jrgumban@usa.edu.ph
Personal Profile
Age: 21
Gender: Male
Date of Birth: January 6, 2000
Place of Birth: Iloilo St. Paul’s Hospital
Nationality: Filipino
Religion: Roman Catholic
Name of Parents:
Mother: Estrellita M. Gumban
Father: Reynold J. Gumban
Hobbies: Playing volleyball
Educational Background:
Iloilo City
09661868705
gharder@usa.edu.ph
Personal Profile
Age: 21
Gender: male
Date of Birth: November 18, 1999
Place of Birth: Malolos, Bulacan
Nationality: Filipino
Religion: Roman Catholic
Name of Parents:
Mother: Leonor S. Harder
Father: Geovanie D. Harder
Hobbies: Sleeping, Watching movies, Anime, Listening to music, Computer games
Educational Background: