Innovative digital technology adapted in nursing education between Eastern and Western countries: a mini-review.

Advanced digital technologies have overcome the limitation of on-site teaching, especially after the COVID-19 epidemic. Various newly-developed digital technologies, such as e-learning, virtual reality, serious games, and podcasts, have gained renewed interest and come into the spotlight. Podcasts are becoming increasingly popular in nursing education as they provide a convenient and cost-effective way for students to access educational content. This mini-review article provides an overview of the development of podcasts in nursing education in Eastern and Western countries. It explores potential future trends in the use of this technology. The literature review demonstrates that nursing education in Western countries has already integrated podcasts into curriculum design, using the podcast to convey nursing education knowledge and skills and to improve students' learning outcomes. However, few articles address nursing education in Eastern countries. The benefits of integrating podcasts into nursing education appear far greater than the limitations. In the future, the application of podcasts can serve not only as a supplement to instructional methodologies but also as a tool for clinical practicing students in nursing education. In addition, with the aging population increasing in both Eastern and Western countries, podcasts have the potential to serve as an effective delivery modality for health education in the future, particularly for the older adult, whose eyesight declines with age, and those populations with visual impairments.

Fidelity of implementing a competency-based nursing programme during the COVID-19 pandemic: A case study.

AIM: The study describes the fidelity of implementing a competency-based nursing education (CBNE) programme during the COVID-19 pandemic in a low-resource setting. DESIGN: A descriptive case study research design integrating mixed methods underpinned by the fidelity of implementation framework was applied to assess teaching, learning and assessment during the COVID-19 pandemic. METHODS: A survey, focus group and document analysis were applied to collect data from 16 educators, 128 students and eight administrators of a nursing education institution and accessing institutional documents. Data were analysed through descriptive statistics and deductive content analysis and packaging the outcome of the study according to the five elements related to the fidelity of implementation framework. RESULTS: The fidelity of implementing the CBNE programme was satisfactorily maintained as described in the fidelity of implementation framework. However, sequenced progression and programmatic assessments were not aligned with a CBNE programme within the context of the COVID-19 pandemic. PATIENT OR PUBLIC CONTRIBUTION: This paper proposes strategies to enhance the fidelity of implementing competency-based education during educational disruptions.

The Experience of Patient Safety Error for Nursing Students in COVID-19: Focusing on King's Conceptual System Theory.

Some nursing students experience errors related to patient safety, such as falls, medication administration errors, and patient identification errors during clinical practice. However, only a few nursing students report errors during clinical practice. Accordingly, the present study aimed to investigate patient safety errors that nursing students experience during clinical practice in the context of the COVID-19 pandemic. This study conducted in-depth interviews with 14 candidates for graduation from the Department of Nursing at a university in South Korea. In addition, after transcribing the collected data, a directed content analysis for the data based on King's interacting system theory was performed. As a result, four core categories were identified: (i) nursing students' perception of patient safety error occurrence, (ii) interaction between nursing students and others, (iii) interaction between nursing students and organizations, and (iv) nursing students' training needs related to patient safety errors. Consequently, this study identified the patient safety error-related experiences of nursing students during clinical practice during the COVID-19 pandemic. The results suggest that in the future, nursing education institutions must establish a system for nursing students to report patient safety errors during clinical practice for patient safety education and develop practical and targeted education strategies in cooperation with practice training hospitals.

Nursing teaching during the covid-19 pandemic / O ensino de enfermagem durante a pandemia de Covid-19 / La educación de enfermería durante la pandemia de Covid-19

O ano de 2020 ficou marcado como o ano dos desafios, devido aos inúmeros acontecimentos ocasionados pela COVID-19, desta forma objetiva-se quantificar e descrever as características da produção científica sobre o ensino de graduação em enfermagem no contexto da pandemia da COVID-19. Trata-se de um estudo quantitativo, descritivo e com enfoque teórico, ancorado em publicações nacionais, com a pesquisa realizada no mês de janeiro de 2021 nas bases de dados BDENF, LILACS e Medline. Os critérios de inclusão foram autores brasileiros, ano da publicação (2020), categorizado como artigo original, acesso ao texto completo e temática correlata ao processo de educação e formação de enfermeiros no nível de graduação. Foram encontrados 47 estudos, após a leitura dos resumos apenas 11 contemplavam os critérios de inclusão estabelecidos para leitura na íntegra que após a leitura minuciosa foram analisados conforme as sete categorias propostas. Fato marcante das onze publicações evidenciadas no estudo foi a condição de afastamento social imposta pelo contexto da pandemia, fazendo necessária a utilização de ferramentas da tecnologia da informação e comunicação, conhecidas anteriormente por meio dos cursos de educação a distância, além da preocupação com o atendimento aos requisitos que garantam a qualidade na formação em enfermagem. Os resultados desta pesquisa evidenciam que o tema pesquisado é emergente, o que sugere que há um grande campo de estudo para o desenvolvimento de pesquisas que correlacionem o ensino de graduação em enfermagem no contexto da pandemia da COVID-19 com a prática pedagógica por meio do ensino remoto.

The year 2020 was marked as the year of challenges, due to the countless events caused by COVID-19, thus aiming to quantify and describe the characteristics of scientific production on undergraduate nursing education in the context of the pandemic of COVID-19. This is a quantitative, descriptive study with a theoretical focus, anchored in national publications, with the research carried out in January 2021 in the databases BDENF, LILACS and Medline. The inclusion criteria were Brazilian authors, year of publication (2020), categorized as original article, access to the full text and thematic correlated to the education and training process of nurses at the undergraduate level. 47 studies were found, after reading the abstracts, only 11 contemplated the inclusion criteria established for reading in full, which after careful reading were analyzed according to the seven proposed categories. A striking fact of the eleven publications evidenced in the study was the condition of social isolation imposed by the context of the pandemic, making it necessary to use information and communication technology tools, previously known through distance education courses, in addition to the concern with service to the requirements that guarantee quality in nursing education. The results of this research show that the researched topic is emerging, which suggests that there is a large field of study for the development of research that correlates undergraduate nursing education in the context of the COVID-19 pandemic with pedagogical practice through the remote teaching.

El año 2020 fue marcado como el año de los desafíos, debido a los numerosos eventos provocados por el COVID-19, de esta manera se pretende cuantificar y describir las características de la producción científica sobre la formación de pregrado en enfermería en el contexto de la pandemia del COVID-19. Se trata de un estudio cuantitativo, descriptivo y con enfoque teórico, anclado en publicaciones nacionales, con la búsqueda realizada en enero de 2021 en las bases de datos BDENF, LILACS y Medline. Los criterios de inclusión fueron autores brasileños, año de publicación (2020), categorizado como artículo original, acceso al texto completo y tema correlacionado con el proceso de educación y formación de enfermeras a nivel de pregrado. Se encontraron 47 estudios, tras la lectura de los resúmenes, sólo 11 cumplían los criterios de inclusión establecidos para su lectura completa, que tras una lectura exhaustiva se analizaron según las siete categorías propuestas. Un hecho llamativo de las once publicaciones evidenciadas en el estudio fue la condición de retraimiento social impuesta por el contexto pandémico, haciendo necesario el uso de herramientas de tecnología de la información y la comunicación, antes conocidas a través de cursos de educación a distancia, además de la preocupación con el cumplimiento de los requisitos que garantizan la calidad en la educación de enfermería. Los resultados de esta investigación muestran que el tema investigado es emergente, lo que sugiere que existe un amplio campo de estudio para el desarrollo de investigaciones que correlacionen la educación de pregrado en enfermería en el contexto de la pandemia de COVID- 19 con la práctica pedagógica a través de la enseñanza a distancia.

Can online learning be a reliable alternative to nursing students' learning during a pandemic? - A systematic review and meta-analysis.

OBJECTIVES: To compare online learning with traditional face-to-face and blended learning, based on randomized controlled trials, to determine the impact of online learning on nursing students' learning outcomes. DESIGN: A systematic review and meta-analysis. DATA SOURCES: A systematic search was conducted via English (PubMed, ERIC, Embase, CENTRAL, and CINAHL) and Korean databases (RISS, DBpia, and KISS). REVIEW METHODS: Studies published up to the first week of April 2022 were reviewed with a focus on the participants, intervention, comparison, outcome, and study design format. Following a primary screening of titles and abstracts, and secondary screening of full texts, 10 randomized controlled trial studies were selected, of which eight were included in the meta-analysis. Two researchers independently reviewed the literature, and the final selection was made in consensus. RESULTS: Online learning had a statistically significant positive effect on nursing students' knowledge, compared with no educational intervention (standardized mean difference (SMD) = 1.63; 95 % confidence interval (CI): 1.31 to 1.95). However, there was no significant difference in the impact of online learning on knowledge compared with blended learning (SMD = -0.14; 95 % CI: -0.70 to 0.41) and face-to-face learning (SMD = 0.37; 95 % CI: -0.32 to 1.06). Furthermore, compared with blended learning (SMD = -0.18; 95 % CI: -0.43 to 0.06) and face-to-face learning (SMD = 0.05; 95 % CI: -0.31 to 0.41), there was no significant difference in the impact of online learning on attitudes toward learning. CONCLUSIONS: Online learning in nursing education is not significantly different from blended or face-to-face learning in terms of its impact on knowledge acquisition and attitudes toward learning. The results of this review and meta-analysis highlight the need for selective application of learning methods, taking into account learning environments as well as curricular subjects and topics.

Preceptor support during the COVID-19 pandemic: Recommendations for continuing development.

BACKGROUND:  Mentally fit preceptors may be more capable and flexible in providing students with system, emotional and cognitive support in the clinical learning environment (CLE) in the face of any life-threatening outbreaks. Existing professional development programmes for preceptors emphasise the development of preceptor competence in a normal CLE with minimal focus on their ability to engage with adverse events that challenge their mental health. OBJECTIVE:  The study sought insight from preceptors' experiences during the coronavirus disease 2019 (COVID-19) pandemic to identify their professional development programme needs while providing support to students during accompaniment. METHOD:  A mixed methods convergent parallel design was used to collect data from 24 preceptors at a nursing education institution (NEI). Eleven preceptors responded to the survey that included the coronavirus disease 2019 (COVID-19) Stress Scale (CSS) and Burnout Assessment Tool (BAT) to collect quantitative data. Semistructured interviews were conducted with five purposively selected preceptors to collect qualitative data regarding their experiences while accompanying students during the COVID-19 pandemic. RESULTS:  Subscales within the CSS and BAT instruments were mapped against an existing preceptor support framework. Overall CSS data for each subscale indicated an average score varying from no stress to moderate stress, while BAT data shows that respondents rarely experienced burnout. However, some respondents experienced very high levels of stress and burnout. Qualitative data supplemented results. CONCLUSION:  The COVID-19 pandemic influenced preceptors' role in supporting students and reflecting that they amended their functioning role. Existing preceptor professional development programmes should be reviewed to ensure that the necessary concepts that foster resilience are integrated to enhance the functional role of preceptors in adversity.Contribution: Existing preceptor professional development programmes should be reviewed to ensure that the necessary concepts that foster resilience are integrated to enhance the functional role of preceptors in adversity.

Effects of the COVID-19 Pandemic on Academic-Practice Partnerships: Implications for Nursing Education.

BACKGROUND: The coronavirus disease 2019 (COVID-19) pandemic affected academic-practice partnerships in multiple ways. This article examines how the pandemic affected partnerships at one college of nursing. METHOD: A survey on the effects of COVID-19 on academic-practice partnerships was sent to all faculty (n = 228). Data were analyzed using a mixed-method approach. RESULTS: Of 69 surveys that were completed, 38 faculty reported 52 unique partnerships during the 2019-2020 academic year. Of the 52 partnerships, 63% (n = 33) had changed and 12% (n = 6) were newly established partnerships in response to COVID-19. Common changes included temporary suspension of activities (n = 13) and a change (n = 9) or decrease (n = 7) in activities. Major themes included clinical disruptions and transitioning to telehealth and online services. CONCLUSION: COVID-19 created challenges for academic-practice partnerships but also generated opportunities for nursing education to contribute to the pandemic response and meet evolving population and organizational needs. [J Nurs Educ. 2022;61(9):533-536.].

Instructional design and educational satisfaction for virtual environment simulation in undergraduate nursing education: the mediating effect of learning immersion.

BACKGROUND: Schools were closed after the onset of COVID-19, with non-face-to-face practices or distance education in nursing education replacing video learning or simulation classes in nursing education clinical practicum. This led to an increase in interest in virtual environment simulation education. While technology-based teaching methods might feel new and intriguing to learners, it is necessary to evaluate learner satisfaction with such an educational method beyond its novelty value. Therefore, this study examined the mediating effect of learning immersion on the relationships between instructional design and educational satisfaction, for virtual environment simulation. METHODS: A descriptive cross-sectional research design was used. The study sample included students in the third or fourth year of the nursing curriculum in South Korea. The participants were 164 nursing students, who had an experience with virtual environment simulation practices during the past year, prior to September 2021. Data were collected using an online questionnaire. The questionnaire addressed the characteristics of nursing students, instructional design, learning immersion, and educational satisfaction. The collected data were analyzed using path analysis. RESULTS: The indirect effect of the path between instructional design and educational satisfaction, mediated through learning immersion in virtual environment simulation was found to be significant. Furthermore, the direct path was also statistically significant. CONCLUSION: Educational content, based on virtual environment simulation, should be implemented based on instructional design. It is necessary to recognize the importance of instructional design that can promote learning immersion in virtual environment simulation, as well as to prepare consistent standards for such design.

[Cultivating Human Resources in Nursing for Resilient Leadership in Times of Crisis: Focusing on Advanced Nursing Education].

The corona virus disease 2019 (COVID-19) pandemic has revealed an urgent need for a sustainable healthcare system, especially human resource development. Nurses play a front-line role in the prevention of infection and countermeasures for people with health problems in health, medical, and welfare systems, and society demands that their role be further expanded. The education and training programs for nursing professionals are diverse. This study focuses on under-graduate nursing education and post-graduate education, and outlines the development of human resources in nursing for resilient leadership in times of crisis. Under-graduate nursing education is developing and expanding based on the Model Core Curriculum for Nursing Education and the reference standards for quality assurance in nursing education, while assuring the quality. For the advancement of health care and society in times of crisis, it is essential to develop nursing human resources who can respond to crises of life, livelihood, and survival across multiple dimensions. To achieve this, it is necessary for educational institutions, medical institutions, and governmental agencies to strengthen cooperation and collaboration, and to promote the development of human resources who can build a sustainable, equitable, and resilient society.

Blended learning vs traditional teaching: The potential of a novel teaching strategy in nursing education - a systematic review and meta-analysis.

AIM: The primary goal of this analysis is to determine the effectiveness of blended learning versus traditional face-to-face teaching in nursing education from the three aspects of knowledge, skills and satisfaction. BACKGROUND: With the rapid development of health care, traditional teaching has been unable to meet the learning needs of nursing education. With the development of Internet technology, blended learning seems to be a new available choice to solve the current predicament. However, the effectiveness of blended learning is still controversial. In addition, most studies have primarily evaluated the teaching effect unilaterally. DESIGN: Systematic review and meta-analysis. METHODS: We searched PubMed, Embase, Web of Science, CINAHL and the Cochrane Library for publications in English from inception to April 2021. Two researchers independently screened the eligibility of each publication and extracted the data. The Cochrane risk-of-bias tool and the MINORS (methodological items for non-randomized studies) were used to evaluate the quality of the studies. The statistical heterogeneity was analyzed by the meta-regression and subgroup analysis. Publication bias was assessed by Egger's test. RESULTS: The search strategy identified a total of 3682 potentially relevant articles. We finally included 13 randomized controlled trials (RCTs) and 12 quasi-experimental studies (QRs), with a total of 2706 nursing students. The meta-analysis results showed that blended learning is more effective than traditional teaching in terms of knowledge, skill performance and learning satisfaction (SMD=0.64, z = 3.237, p = 0.001; SMD = 0.37, z = 2.58, p = 0.010; SMD = 0.32, z = 2.347, p = 0.019). Egger's test showed no significant publication bias. In addition, sensitivity analysis suggested that the results are relatively reliable. Through subgroup analysis and meta regression, we found that although the heterogeneity could not be significantly reduced or eliminated, the publication year, the study design and the duration of the intervention time and the number of items in the intervention may be the potential factors affecting heterogeneity of knowledge and learning satisfaction. CONCLUSIONS: The research results showed that blended learning may be an effective teaching strategy and appears to have excellent long-term developmental potential. Although its initial construction may require specific investment to improve the teaching resources and standardize the design of blended learning, in the long term, this new teaching strategy can not only improve nursing students' professional ability and learning satisfaction but also save nursing education resources to promote the balanced development of nursing education. The results of this study can lay a foundation for establishing standardized blended teaching strategies and evaluation indicators in the future.

Delivery of antimicrobial stewardship competencies in UK pre-registration nurse education programmes: a national cross-sectional survey.

BACKGROUND: Registered nurses perform numerous functions critical to the success of antimicrobial stewardship, but only 63% of pre-registration nursing programmes include any teaching about stewardship. Updated nursing standards indicate that nurses require antimicrobial stewardship knowledge and skills. AIM: To explore the delivery of key antimicrobial stewardship competencies within updated pre-registration nursing programmes. METHODS: This study had a cross-sectional survey design. Data were collected between March and June 2021. FINDINGS: Lecturers from 35 UK universities responsible for teaching antimicrobial stewardship participated in this study. The provision of antimicrobial stewardship teaching and learning was inconsistent across programmes, with competencies in infection prevention and control, patient-centred care and interprofessional collaborative practice taking precedent over competencies pertaining to the use, management and monitoring of antimicrobials. Online learning and teaching surrounding hand hygiene, personal protective equipment and immunization theory was reported to have increased during the pandemic. Only a small number of respondents reported that students shared taught learning with other healthcare professional groups. CONCLUSION: There is a need to ensure consistency in antimicrobial stewardship across programmes, and greater knowledge pertaining to the use, management and monitoring of antimicrobials should be included. Programmes need to adopt teaching strategies and methods that allow nurses to develop interprofessional skills in order to practice collaboratively.

Trauma-Informed Education in Nursing: A Concept Analysis.

BACKGROUND: Trauma-informed education provides a framework for a collaborative, relational trauma awareness model when working with nursing students. This concept analysis provides clarification, explicates the conceptual meaning of trauma-informed education, and lays a foundation for nurse educators navigating the challenge of meeting student needs during and after the coronavirus disease 2019 (COVID-19) pandemic. METHOD: Using Walker and Avant's concept analysis method, exhaustive multi-disciplinary and ancestry searches conducted in PubMed, CINAHL, ERIC, and PsychINFO identified 31 relevant article that were evaluated for relevance to the concept analysis as it relates to the context of nursing education. RESULTS: This analysis proposes a new definition of trauma-informed education to support future practice and research endeavors, providing a framework for transforming the nurse educator-student dyadic relationship. CONCLUSION: Trauma-informed education can provide a collaborative relational model with students based on trauma awareness as affecting one's being and self. [J Nurs Educ. 2022;61(6):296-302.].

The impact of small-group virtual patient simulator training on perceptions of individual learning process and curricular integration: a multicentre cohort study of nursing and medical students.

BACKGROUND: The COVID-19 pandemic has precipitated rapid changes in medical education to protect students and patients from the risk of infection. Virtual Patient Simulators (VPS) provide a simulated clinical environment in which students can interview and examine a patient, order tests and exams, prioritize interventions, and observe response to therapy, all with minimal risk to themselves and their patients. Like high-fidelity simulators (HFS), VPS are a tool to improve curricular integration. Unlike HFS, VPS require limited infrastructure investment and can be used in low-resource settings. Few studies have examined the impact of VPS training on clinical education. This international, multicenter cohort study was designed to assess the impact of small-group VPS training on individual learning process and curricular integration from the perspective of nursing and medical students. METHODS: We conducted a multi-centre, international cohort study of nursing and medical students. Baseline perceptions of individual learning process and curricular integration were assessed using a 27-item pre-session questionnaire. Students subsequently participated in small-group VPS training sessions lead by a clinical tutor and then completed a 32-item post-session questionnaire, including 25 paired items. Pre- and post-session responses were compared to determine the impact of the small-group VPS experience. RESULTS: Participants included 617 nursing and medical students from 11 institutions in 8 countries. At baseline, nursing students reported greater curricular integration and more clinical and simulation experience than did medical students. After exposure to small-group VPS training, participants reported significant improvements in 5/6 items relating to individual learning process and 7/7 items relating to curricular integration. The impact of the VPS experience was similar amongst nursing and medical students. CONCLUSIONS: In this multi-centre study, perceptions of individual learning process and curricular integration improved after exposure to small-group VPS training. Nursing and medical students showed similar impact. Small-group VPS training is an accessible, low-risk educational strategy that can improve student perceptions of individual learning process and curricular integration.

Iranian nursing students experiences regarding the status of e-learning during COVID-19 pandemic.

INTRODUCTION: With the emergence of the COVID-19 pandemic, universities immediately responded to protect students' lives by implementing e-learning in order to stop the spread of the communicable disease within the academic population. This study aimed to describe iranian nursing students' experiences of e-learning during the COVID-19 pandemic. MATERIALS AND METHODS: The current study used a qualitative descriptive study. Ten nursing undergraduate students from a single Iranian university identified using purposive sampling methods. Face-to-face semi-structured interview conducted from May to July 2021 and analyzed through thematic analysis. Lincoln and Goba criteria were used to obtain data validity and reliability. RESULTS: Four themes emerged including"novelty of e-learning","advantages of e-learning", "disadvantages of e-learning"and"passage of time and the desire to return to face education". Participants evaluated e-learning as a novel method without proper infrastructure, it was initially confusing but became the new normal as their knowledge of the way to use it improved. Advantages included self-centered flexible learning and reduction in their concerns experienced with face-to-face learning. Disadvantages including changing the way they interact with teachers, decreasing interactions with classmates, problems with education files, superficial learning, hardware problems, family members' perceptions of the student role, interference of home affairs with e-learning, cheating on exams and assignments and being far away from the clinical context. CONCLUSION: The findings revealed that e-learning has been introduced as a new method for the current research participants and despite the perceived benefits, these students believed that e-learning could supplement face education but not replace it.

Teaching Presence, Self-Regulated Learning and Learning Satisfaction on Distance Learning for Students in a Nursing Education Program.

The novel coronavirus pandemic has dramatically affected how nursing students are educated. Distance learning has become the norm, and an evaluation of learning achievement is needed. This is a mixed-method study of teaching presence, self-regulated learning, and learning satisfaction in distance learning to evaluate the learning achievement of students in a nursing education program. Ninety-four students for quantitative and seven students for qualitative research were sampled. All the sampled students attend the nursing education program in Seoul and Gyeonggi Province and were enrolled during the first semester of 2020. Quantitative data were analyzed using SPSS/WIN 21.0, and qualitative data were analyzed via content analysis in NVivo 12. Teaching presence and self-regulated learning were identified as the factors affecting learning satisfaction. In a focus group interview, teaching presence increased when the students received feedback and saw the faces of their professors. Self-regulated learning occurred when they had opportunities to practice self-study and leadership and when they formed relationships between professors and colleagues. These methods have also been recognized to increase learning satisfaction. Considering the results of this study, it is necessary to develop teaching methods that enhance the learning satisfaction of students in distance learning nursing education programs.

A Qualitative Study on Knowledge, Attitude, and Practice of Nursing Students in the Early Stage of the COVID-19 Epidemic and Inspiration for Nursing Education in Mainland China.

Background: At the beginning of the COVID-19 outbreak, there was a lack of sufficient nursing experience for pneumonia caused by COVID-19. All nursing decisions had to be innovatively made and measures taken by nurses using their existing knowledge and skills. This required nurses to have a solid theoretical understanding of infectious diseases and epidemiology, evidence-based solid practice skills, and problem-solving skills. The COVID outbreak reminded undergraduates to master relevant knowledge and abilities during school study. Methods: Qualitative research on knowledge, attitude, and practice (KAP) of the COVID-19 epidemic was conducted using semi-structured interviews among sophomore nursing students in the university. Based on the characteristics of the KAP of nursing students, we analyzed the deficiencies of the knowledge and ability to deal with large-scale public health emergencies in the second-year nursing education. Results: A total of 12 subject headings and 41 sublevel headings were identified from three aspects of KAP. The subject headings included knowledge aspect (the origin of the disease, the route of transmission, main symptoms, the epidemiological characteristics of the disease, scientific cognition of information sources), attitude aspect (different emotional experiences, a certain degree of influence, different views on the development trend of the epidemic, support the government's prevention and control strategies), and behavior aspect (do an excellent job in self-protection, help family members to protect, and participate in social anti-epidemic actions). According to this analysis, second-year nursing students have three deficiencies in dealing with large-scale public health emergencies: knowledge of infectious diseases and epidemiology, evidence-based practice skills, and problem- solving ability. Conclusion: When students start nursing professional courses, the knowledge of infectious diseases and epidemiology, training of evidence-based practice skills, and problem-solving ability should be strengthened to improve the ability of nursing undergraduates to respond to large-scale public health emergencies after entering the workplace.

Nursing Education during the SARS-CoV-2 Pandemic: Assessment of Students' Satisfaction with e-Learning Environment.

The disease caused by the SARS-CoV-2 coronavirus led to the disruption of normality with respect to education, public healthcare and new technologies. Education is a fundamental pillar to increase the knowledge and morale of people. However, due to the lockdown implemented to protect the population from an infection of unknown aetiology, the education system decided to switch from face-to-face education to virtual education. This modality has affected the teaching-learning process in the Degree of Nursing, since its competencies and knowledge demand in-presence learning. The aim of this study was to evaluate the impact that telematic education had on students of the Degree of Nursing who were studying in the final year of said degree, which involves their imminent entry into the labour market. We used the client satisfaction questionnaire of Bob Hayes to gather data and analyse the satisfaction level of the nursing students. As a result, a considerable amount of information was obtained about teaching, which shows the absence of practical activities and the lack of information about safety and protection measures related to the pandemic. Most educators themselves were struggling to understand the implications of the virus and implement appropriate safety measures, since there was quite a bit of conflicting information relating to the effectiveness of personal protective safety equipment and the lifespan of the virus on various media outside of the host. It is, therefore, not surprising that education for students in this regard was lacking. In general, most of the students showed dissatisfaction with the virtual education they received.

Virtual Clinical Experiences in Nursing Education: Applying a Technology-Enhanced Storyboard Technique to Facilitate Contextual Learning in Remote Environments.

ABSTRACT: Many schools of nursing were not prepared to transition to remote instruction during the COVID-19 pandemic. Virtual and computer-based simulation can offer a substitution for in-person clinical learning. This article describes the use of storyboards, created by faculty, to provide context during remote clinical experiences. The theoretical basis for the design and implementation of the activity is discussed. Faculty observations of student behaviors (i.e., clinical decision-making, reflection on performance, and engagement) were consistent between computer-based and laboratory-based simulation settings.

Ambulatory Care Simulation: A Collaboration Between MSN and BSN Students.

BACKGROUND: A university school of nursing initiated a pilot project to include Master of Science in Nursing (MSN) students in two existing Bachelor of Science in Nursing (BSN) student scenarios. The result was a valuable collaboration among the student learners. METHOD: Using a Zoom platform, students were introduced to their patient in a telehealth scenario. Students then encountered the same patient in an urgent care setting. The BSN student assessed the patient, then reported to the MSN student. The MSN student provided feedback and treatment orders. Individual BSN and MSN student pairs debriefed immediately after their scenarios and again at the end with other students and faculty. RESULTS: Evaluation was conducted using an adaptation of the Modified Simulation Evaluation Tool (SET-M) and free-text questions developed by nursing faculty. Both SET-M responses and written comments indicated students were satisfied with the simulation experience, and students' confidence and skills in communication and collaboration improved. CONCLUSION: This simulation was beneficial for both MSN and BSN students and will become an ongoing addition to the simulations. [J Nurs Educ. 2021;60(5):293-297.].

A Multicenter Study of Student Engagement and Satisfaction in Online Programs.

BACKGROUND: Students who are more satisfied and engaged in online courses have better learning experiences and outcomes. METHOD: Survey data were collected during a 4-month period in 2019. The research team created a survey to collect demographic information and assess student satisfaction. Student engagement was measured using the 19-item Online Student Engagement Scale. RESULTS: Overall student engagement and satisfaction scores in online programs were moderately high. Generation Z participants and students from PhD programs were the most satisfied and engaged in their programs. CONCLUSION: Students who are more engaged in online coursework are more satisfied and thus are more likely to remain and successfully complete their respective programs. [J Nurs Educ. 2021;60(5):259-264.].