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Nurs Educ Perspect ; 43(5): 272-276, 2022.
Article in English | MEDLINE | ID: covidwho-1948484


AIM: The primary purposes of the study were to describe nurse faculty administrators' experiences of rapid transition and disruption in nursing education during the COVID-19 pandemic. BACKGROUND: The disruption and shift to remote learning for nursing education programs posed challenges for these administrators. METHOD: A descriptive survey methodology with a convenience sample was used with the Four Cs of Disaster Partnering framework. RESULTS: The findings revealed that key elements of the Four Cs framework played a role in the successful adaptation to new learning environment realities. Time was an overarching finding. Connectedness with faculty, staff, and students was a significant challenge. CONCLUSION: The application of the Four Cs of Disaster Partnering framework demonstrated utility for examining academic nurse administrators' preparedness.

COVID-19 , Nurse Administrators , Communication , Faculty , Faculty, Nursing , Humans , Pandemics
Nurs Educ Perspect ; 42(2): 68, 2021.
Article in English | MEDLINE | ID: covidwho-1087819
J Nurs Educ ; 59(12): 675-682, 2020 Dec 01.
Article in English | MEDLINE | ID: covidwho-948859


BACKGROUND: In March 2020, COVID-19 forced institutions of higher education, faculty, staff, and students to transition to emergency remote learning. This unprecedented time provided the opportunity to reenvision the delivery of nursing education and operation of the college of nursing, using the principles of the four Cs of interorganizational partnering as a guide supported by positive organizational scholarship. METHOD: The Villanova University Fitzpatrick College of Nursing designed and implemented strategies to provide seamless learning opportunities for students in undergraduate and graduate nursing programs, while providing necessary support and future planning for the upcoming academic year. RESULTS: Online and virtual learning platforms integrated into curricula assisted students to meet course objectives and program outcomes. Strategies for effective communication, collegiality, and collaboration within and among the college, university, and nursing community served as mechanism for innovation. CONCLUSION: Communication, cooperation, coordination, and collaboration, along with positive organizational strategizing and support contributed to a successful transition during the COVID-19 pandemic; many of the approaches implemented during the emergency transition will continue into the future.[J Nurs Educ. 2020;59(12):675-682.].

COVID-19/epidemiology , Education, Distance/organization & administration , Pandemics , Schools, Nursing/organization & administration , Communication , Curriculum , Humans , Patient Simulation , Pennsylvania/epidemiology , Telemedicine , Universities