Use of technological tools in a nursing program during the COVID-19 lockdown: a cross-sectional study
Abstract
Introduction. Following the COVID-19 lockdown, faculty, students, and higher education programs had to adapt to a daily routine that depended on the use of technologies, which posed challenges for the teaching–learning process. The objective of this study was to analyze how students and faculty used technological tools in teaching–learning processes in a Colombian nursing program during the COVID-19 emergency. Methodology. An analytical cross-sectional study was conducted with 156 nursing students and 22 nursing faculty members in Bogotá, Colombia. Two questionnaires were designed in Google Forms, and information was collected from October 2020 to April 2021, allowing comparisons between groups. Results. Most participants were women. The mean age among students was 21.7 years and 42.14 years among faculty. The main connection devices were computers and mobile phones, and participants reported performing different simultaneous activities. The median number of hours spent in front of screens was 12 and 10 hours, respectively. Both groups reported positive aspects of virtual learning; however, 25.6% of students and 31.8% of faculty reported negative aspects. Discussion. The COVID-19 pandemic brought about a transformation in higher education, shifting traditional models toward interactive and collaborative approaches. Conclusions. The use of virtual platforms such as Moodle, Google Classroom, Zoom, and Microsoft Teams ensured academic continuity and supported flexible methodologies, strengthening constructivist and connectivist paradigms that promoted autonomy, critical reflection, and self-regulated, technology-mediated learning.
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