Determining institutionally related factors affecting online teaching and learning among student nurses and midwives at Mildmay Uganda School of Nursing and Midwifery, Wakiso district. A cross-sectional study.
DOI:
https://doi.org/10.51168/sjhrafrica.v7i2.2281Keywords:
Institutionally related factors, Online teaching and learning, Student nurses and midwives, Mildmay Uganda School of Nursing and MidwiferyAbstract
Background
Across developing countries, frequent power outages and unstable electricity supply disrupted synchronous learning and reduced overall participation in online classes. The study aims to determine institutionally related factors affecting online teaching and learning among student nurses and midwives at Mildmay Uganda School of Nursing and Midwifery.
Methodology
A descriptive cross-sectional study using quantitative methods was conducted. The population consisted of 200 student nurses and midwives, with a sample size of 133 determined using Slovin’s formula. Stratified random sampling ensured fair representation from six class levels. Data was collected using structured and semi-structured questionnaires, checked for completeness, coded, and analysed with SPSS version 22 and Microsoft Excel. Results were presented as frequencies, percentages, tables, and charts.
Results
The majority, 79 (59.4%) of the respondents were females, while the minority, 54 (40.6%) were males. The majority (56.4%) of the respondents mentioned that the institution rarely supported them. Most respondents 68, 51.1%) stated that digital resources provided by their institution were not sufficient at all. Regarding formal training, the majority, 123 (92.5%) of the respondents stated that their institution did not provide training for online teaching. Most respondents 46, 34.6%) reported that unstable access to institutional online platforms was a challenge, while the least 20, 15%) mentioned limited interaction with lecturers and administrative staff. The majority of 100 (75.2%) of the respondents confirmed that their institution had a system for monitoring and evaluating online teaching effectiveness.
Conclusion
Lack of support, insufficient digital resources, and inadequate training were the significant institutional factors that affected online teaching and learning among student nurses and midwives.
Recommendations
Institutions should provide technical support, reliable internet, and digital resources, and organise training for students on online platforms.
References
Ajmal, F., Kausar, H., & Maqsood, S. (2024). Ensuring Excellence: Quality Assurance Practices of Online Teaching and Learning at Higher Education Level in Pakistan. Pakistan Journal of Distance and Online Learning, 10(2), 20-33. https://doi.org/10.30971/pjdol.v10i2.2636
Aldabbas, H., Elamin, A. M., Ahmed, A. Z., & Gernal, L. (2025, March). Assessing Learning Management System success in the UAE universities: how quality measures are linked to students' academic performance. In Frontiers in Education (Vol. 10, p. 1554641). Frontiers Media SA. https://doi.org/10.3389/feduc.2025.1554641
Despitasari, N. W. P., & Joni, I. D. A. S. (2025). Online Learning and Effective Communication During The Pandemic. Jurnal Pustaka Komunikasi, 8(1), 174-183. https://doi.org/10.32509/pustakom.v8i1.4725
Eton, M., & Chance, R. (2022). University e-learning methodologies and their financial implications: evidence from Uganda. Asian Association of Open Universities Journal, 17(3), 229-241. https://doi.org/10.1108/AAOUJ-05-2022-0069
Mathrani, A., Sarvesh, T., & Umer, R. (2021). Digital divide framework: online learning in developing countries during the COVID-19 lockdown. Globalisation, Societies and Education, 20(5), 625-640. https://doi.org/10.1080/14767724.2021.1981253
Mesuwini, J., & Mokoena, S. (2024). Exploring Online Teaching and Learning Challenges for the Technical and Vocational Education and Training Lecturer. Journal of Education and e-Learning Research, 11(1), 193-202. https://doi.org/10.20448/jeelr.v11i1.5423
Ndibalema P. (2022). Constraints of transition to online distance learning in Higher Education Institutions during COVID-19 in developing countries: A systematic review. E-Learning and Digital Media, 19(6), 595-618. https://doi.org/10.1177/20427530221107510 https://doi.org/10.1177/20427530221107510
Suryanti, N. L. P., Artini, L. P., & Santosa, M. H. (2021). Supporting and hindering factors of online teaching implementation in Universitas Mahasaraswati Denpasar. Jurnal Pendidikan Bahasa Inggris Indonesia, 9(1), 45-55. https://doi.org/10.23887/jpbi.v9i1.212
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Dorish Leni, Habert Mpamize, Immaculate Prosperia Naggulu, Hasifa Nansereko, Jane Frank Nalubega
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
