[Innovative Community Care and the Sustainable Development of University Social Responsibility in the Post-Pandemic Era].

Corporate social responsibility (CSR) has received increasing attention in recent decades. The concept of social responsibility is being applied in universities. Because universities have goals that differ significantly from corporations, the notion of university social responsibility (USR) has emerged in the academic field. The Ministry of Education in Taiwan has regularly implemented USR practice plans since 2018 (Executive Yuan, Taiwan, ROC, 2019). The core values of these plans are "local coalition" and "talent cultivation". Moreover, these plans encourage universities to use the power of professional knowledge and creation to minimize the gap between learning and application for students and to integrate local resources and hands-on strategies to better collaborate with universities around the world and expand participation in international academic activities. Sustainable development (SD) is a core objective of both CSR and USR. The United Nations has advocated for sustainable development since 1987 and formalized the five-component paradigm (people, partnership, peace, planet, and prosperity, 5Ps) in 2015. UN Agenda 2030 addresses 17 sustainable development goals (SDGs), 169 targets, and 3,155 actions, encouraging all national governments to establish national SD action plans (United Nations, 2015). Based on the review of the literature and conceptual frameworks related to USR and SD (Bokhari, 2017), we integrate practice experiences and propose three suggestions for universities: 1) diversities universities could create a campus-wide climate of and comprehensive practice for social responsibility using their professional knowledge; 2) the social, economy, and environment are included in universities SD. The curriculum development of universities links to social practice activities to achieve the goals of talent cultivation to meet social needs; 3) The university projects include specific actions and timeline. The impacts and achievements of USR and SD may be appraised by internal and external experts. Fooyin University is a school of science and technology related to "Big Health". Based on the above theoretical frameworks, the outcome evaluation model of the Center for USR, the Ministry of Education, and the UN's SDGs, we implemented the "Time Wheel Sustainable Model of Social Responsibility at Fooyin University" (Figure 1) and began cooperating with private and government organizations. The model is an intervention and evaluation guideline for the time-dynamic wheel, with the target goal of cultivating health promotion and sustainable development talent. The outcomes and impacts of the model comprise four domains and sixteen indicators. Stakeholders of this model are students/alumni, teaching faculties and administration staff, communities, and the public. USR curriculum designs involve the School of Nursing, School of Medical and Health Sciences, School of Environment and Life Sciences, and College of Humanities and Management. In 2020, 718 faculties and 2,012 students participated in USR projects. In 2021, the participation numbers were 679 faculties and 2,303 students. The Fooyin USR is now firmly rooted in thirty communities. Starting in 2022, The Fooyin USR has collaborated with local private companies (CSR) and local youths and communities (regional revitalization, RR) to launch the 3 R formula framework of the USR. The goal of the 3 R action plan is to use artificial intelligence technology to provide innovative, community-based care. The USR operations of university sustainable development around Taiwan are achieving wonderful results, with even better achievements expected. This special column presents case studies of innovative community care and sustainable development within the context of university social responsibility at four universities, including Fooyin University, Siaogang Hospital, Kaohsiung Medical University, National Cheng Kung University, and Taipei Medical University. Since 2020, nations around the world have fought off COVID-19. The strategies of national prevention have evolved to better respond to disasters and to live with the virus. Therefore, in the post-pandemic period, universities around Taiwan have been implementing sustainable development practices. These universities are making strong efforts to develop innovative care for communities through academic exchange and publishing in order to accomplish social responsibility.

[Impact of Nurse Practitioners and Nursing Education on COVID-19 Pandemics: Innovative Strategies of Authentic Technology-Integrated Clinical Simulation].

Taiwan Nurses Association and the International Council of Nurses recognize nurse practitioners (NPs) as advanced-practice nurses. A total of 11,266 registered nurses held NP certificates in April 2021 in Taiwan (Tsay, 2021). While international organizations recognize NPs with graduate degrees, over 85% of NPs in Taiwan hold a bachelor degree only. Tsay and Wang (2007) emphasized that NP education in Taiwan should be in step with international trends. Therefore, nursing schools must recruit PhD faculty who hold NP certificates. In addition, complicated and simulation-based learning procedures and teaching plans must be incorporated into the graduate curriculum and clinical practicum to promote the clinical reasoning competences and advanced nursing capabilities of NPs in light of professional training, qualifying examinations, and occupational practice. With the evolution of virtual technology, the strategies for teaching core competences in nursing education have shifted from traditional classroom lectures to online format simulation. Recently, scholars have begun using authentic technology-enhanced clinical simulation to develop and integrate nursing competence to reconceptualize the gap between theory and practice (Weeks et al., 2019). It is increasingly important to teach patient safety, clinical reasoning, and decision-making skills to nursing students using the assistive methods of clinical simulation technology (Aebersold, 2016; Johnsen et al., 2016). Since 2019, the COVID-19 pandemic has had a global impact. In May 2021, clinical practice settings and university campuses in Taiwan were closed following the announcement of a nationwide, level-3 epidemic alert. The Ministry of Education and Taiwan Nurses Association approved the replacement of up to 50% of clinical practicum hours with alternative learning activities. Therefore, faculties require innovative strategies to teach requisite skills and deliver clinical practica online. The faculty members of California State University use virtual clinical education and standardized patient-based telehealth simulations (Shea & Rovera, 2021). In Taiwan, there is a lack of studies in the literature examining the effect of replacing 50% of traditional face-to-face clinical activities with educational alternatives. Prior survey results have demonstrated the efficacy of transitioning to virtual clinical experiences in an online environment for undergraduate and graduate students (Fogg et al., 2020). Moreover, a systematic review provided evidence that virtual simulations support learning outcomes (Foronda et al., 2020). To promote clinical-reasoning competence in graduate students with NP certificates and prepare alternative, virtual-based teaching plans to meet the remaining clinical hours required of students, Fooyin University's School of Nursing has recently established the multi-functional iNursing-Innovative Learning Center. The hardware devices provide interactive virtual patients with character creator 3D, augmented realty (AR) hospital, operating room, intensive care unit, and virtual reality (VR) simulation plans for different nursing divisions as well as editors of electronic book and AR/VR teaching plans. The simulation plans include commercial products and self-design produced by well-trained faculty members. A group of seeding faculty members supported by the Ministry of Education's Higher Education Sprout Project and university funding was tapped to develop a large number of virtual simulation plans. In addition, when developing virtual simulation, it is necessary to follow teaching team discussion and learning objective setting procedures, pre-brief teachers and students, enact plans, conduct debriefing, and collect and evaluate data to explore the learning and teaching process and outcomes (Verkuyl et al., 2021). The nursing clinical practicum continues to be impacted by the ongoing COVID-19 pandemic. In a further study, nursing academic faculty cooperated with clinical preceptors to develop and design education strategies using authentic technology-integrated clinical simulations to promote advanced and comprehensive care competences in nurse practitioners.