Waddington, A., & Porter, S. (2021). Developing Social Presence in Online Learning among Nurses: Exploration of the Community of Inquiry Models Domain of Social Using a Qualitative Descriptive Design. Nurse Education in Practice, 52, Article ID: 103000.
https://doi.org/10.1016/j.nepr.2021.103000

has been cited by the following article:

• TITLE: Nurses’ Perceived Quality of Educational Life during the Covid-19 Induced Rapid Transition to Online Learning in Post-Graduate Courses: A Qualitative Study

  AUTHORS: Leopoldo Sarli, Giovanna Artioli, Enrico De Luca, Chiara Moretti, Victoria Cervantes Camacho, Veronica Di Niro, Laura Deiana, Federico Monaco

  KEYWORDS: Covid-19 Pandemic, Nurse Education, Online Training, Qualitative Research, Quality of Educational Life

  JOURNAL NAME: Creative Education, Vol.12 No.6, June 11, 2021

  ABSTRACT: This study aimed to investigate healthcare post-graduate students’ perceptions of the quality of educational life and learning experience during the forced online transition due to the Covid-19 pandemic. The study design wasinspired by a qualitative inductive approach. Participants (N = 24) were nurses who attended healthcare postgraduate courses. In-depth video-recordedinterviews were carried out. Thematic analysis was chosen to infer data from the transcripts. Four critical themes emerged from data analysis: 1) the “emotional” change in the quality of life; 2) learning environment and quality of educational life; 3) the socio-relational dimension; 4) strategies to improve the educational life. Although initial struggles related to the unfulfilled different learning styles and socio-relational needs, students showed mostly a proactive attitude. They discovered, with the help of online learning, that a learning program could be adapted to their lifestyle. Lastly, study participants highlighted the crucial importance of online tutors to improve their engagement and the quality of educational life.