Lessons Learned from Substantive Process Teachings in Coping with COVID-19 from a Nursing Perspective

Introduction: Nurses play a critical role in times of pandemic because they bring knowledge, skills, and life experiences together with the healthcare team. Objective: To understand the experiences gained from the lessons learned from the substantive processes in dealing with COVID-19 in pediatric practice, from a nursing perspective. Methods: Transcendental phenomenological qualitative study, carried out at the Pediatric Hospital "Octavio de la Concepción", Holguín, Cuba, in the period from February to April 2021. The experiences of eight nurses, seven physicians, five medical students and five nursing students, selected by non-probabilistic sampling, were integrated. Information was obtained through semi-structured interviews. Three stages were used: descriptive (choice of technique, interview, and formulation of the description), structural (reading, determination of the central theme, expression in scientific language) and discussion (comparison of findings with those of other researchers) to understand differences and similarities. Results: Three categories emerged from the data analysis: a) Experiences acquired in the teachings in the COVID-19 in social processes. b) Experiences acquired in the teachings in the COVID-19 for health professionals. c) Experiences acquired in the teachings in the COVID-19 for personnel in training. Conclusions: The implementation of health and social support actions in accessibility to health systems was evidenced. The opportunity to share experiences with experts facilitated the design of protocols, continuous generation of scientific evidence and the training of students with alternative methods. © 2022, Editorial Ciencias Medicas. All rights reserved.

A Case of ChronicInflammatory Demyelinating Polyneuropathy after Pfizer COVID-19 Vaccination

Objective: NA Background: Chronic inflammatory demyelinating polyneuropathy is an immune-mediated polyneuropathy characterized by peripheral demyelination, resulting in symmetrical sensory loss and distal and proximal muscle weakness. While CIDP has been reported after influenza, tetanus, and other common vaccinations, this is the first reported case of CIDP after Pfizer COVID-19 vaccination to our knowledge. Design/Methods: NA Case Presentation: A 34-year-old right-handed male with an unremarkable past medical history presented with bilateral distal paresthesias, proximal and distal muscle weakness, and fine motor difficulties. Symptoms initially manifested with toe numbness, approximately two weeks after receiving the first dose of the Pfizer COVID-19 vaccine. Paresthesias gradually progressed from lower extremities to upper extremities. Two months after the initial COVID-19 vaccine, symptoms worsened with decreased muscle strength, difficulties with fine motor activities, difficulties climbing stairs, and lifting objects above his head. Neurologic evaluation revealed 4/5 strength in upper and lower extremities, generalized hyporeflexia, decreased vibration, and proprioception. MRI of the brain and spine revealed no abnormalities. Nerve conduction studies were consistent with demyelination and cerebral spinal fluid analysis revealed albuminocytologic dissociation. The patient was diagnosed with CIDP and began steroids after poor response to a four-day treatment course of IVIG 2g/kg which resulted in partial improvement of strength. The patient continues to follow up with long-term prednisone therapy. Conclusions: Demyelinating polyneuropathies are a rare complication of vaccination. While the benefits outweigh the risks of immunization, we aim to inform of this potential complication.

Perception on the Online Classes Challenges Experienced during the COVID-19 Pandemic by LSPU Computer Studies Students

The COVID-19 pandemic forces educational institutions to divert from traditional face-to-face classes to online classes. Despite the implementation and acceptance of the general population on this setup, various challenges are being experienced by the students. Through a literature review, this study determined the challenges of online classes faced by the students which commonly fall in the following domains: technology, digital competency, compatibility, socioeconomic factor, human and pets’ intrusions or noise, demanding workload, assessment and supervision, time management and motivation, and social and emotional health. The study further investigated the constructs of the challenges based on the students’ responses. To gain breadth and depth of understanding on the challenges, both quantitative and qualitative research and data were mixed and used. The result in the quantitative method shows that the level of agreement of the students, if they are experiencing problems in terms of communication and interaction, teaching methodologies of the instructors, and learning resources, revealed to be neutral. However, analysing the qualitative results shows that there are recurring themes in the challenges such as poor or unstable internet connection, human intrusion and noise, feedback and communication issues, and issues in delivering teaching and learning. Further, this research has implications for advising faculty, curriculum designers and administrators on the needs and experiences of the students which can provide insights in planning and designing of teaching and learning delivery for the coming semesters. ©Authors