Effect of a Massive Open Online Course (MOOC) about Menstrual Disorders on Female Nursing Students' Knowledge and Satisfaction | ||||
| Alexandria Scientific Nursing Journal | ||||
| Volume 25, Issue 3, September 2023, Page 191-204 PDF (470.17 K) | ||||
| Document Type: Research articles | ||||
| DOI: 10.21608/asalexu.2023.318366 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
| Eman Zidan Ghallab1; Marwa Mahmoud Mahmoud Abdellah1; Niven Rizk Mohamed2; Shadia Ramadan Morsy1 | ||||
| 1Nursing Education, Faculty of Nursing, Alexandria University | ||||
| 2Obstetrics and gynecological Nursing, Faculty of Nursing, Alexandria University | ||||
| Abstract | ||||
| Background: Massive Open Online Courses (MOOCs) have emerged as an alternative educational platform for disseminating information globally. Universities are increasingly investing in the development of MOOCs addressing public health issues, such as menstrual disorders. These courses aim to raise awareness and provide up-to-date, evidence-based content to students and the public. In Egypt, where a high percentage of females experience menstrual disorders, creating an engaging MOOC on this topic for nursing students can empower them to manage their own symptoms and improve patient care and support. Objective: The study aimed to develop a MOOC on menstrual disorders for female nursing students and explore its effect on their knowledge and satisfaction. Setting: This pre-experimental study was conducted in the obstetrics and gynecological nursing department, faculty of Alexandria. Subjects: the study subjects included all (103 students) female nursing students who were enrolled in the Obstetric and Gynecological Nursing Department during the second semester of the academic year 2020-2021 and agreed to participate in the study. Tools: two tools were used for data collection: the Female Nursing Students' knowledge questionnaire about Menstrual Disorders and the Nursing Students' Satisfaction Scale about MOOC. Results: The data showed a highly significant improvement in the students’ knowledge after the participation in the MOOC on menstrual disorder. A significant majority of the students expressed a high level of satisfaction with the MOOC. Conclusion: The MOOC had a significant positive effect on enhancing students' knowledge, thereby positively influencing their satisfaction with the course and their understanding of menstrual disorders. The MOOC's diverse features, including its flexibility, accessibility, interactive elements, visual and audio components, high-quality content, and interactive learning community likely contributed to its success in facilitating students’ knowledge acquisition, and ultimately enhancing overall satisfaction. Recommendation: the study recommends that MOOCs can be integrated into the nursing curriculum in a way that complements and enhances the existing courses while fostering a culture of self-directed learning. Moreover. nurse educators should be provided access to necessary resources for developing MOOCs specific to their specialties and expertise. | ||||
| Keywords | ||||
| MOOC; menstrual disorders; knowledge; engagement; satisfaction | ||||
|
Statistics Article View: 106 PDF Download: 89 |
||||
