Nursing Education Amid a Pandemic: Mental Health in a Time of Virtual Learning.

BACKGROUND: The unprecedented pandemic presented new stresses and challenges in nursing education impacting the mental health of nursing students. PURPOSE: The purpose of this study was to evaluate the relationship between virtual learning and the mental health of nursing students. METHOD: This study used a descriptive, cross-sectional design with a convenience sample of 256 nursing students enrolled in a baccalaureate program. Data were collected through an online survey using 2 screening tools for stress, anxiety, and depression. RESULTS: Mean sum Patient Health Questionnaire-4 scores and subscale scores suggest that more than 40% of students experienced mild to moderate levels of psychological distress. Mean sum Perceived Stress Scale-10 scores indicate 84% of students experienced moderate levels of stress, and 14% experienced high levels of stress. CONCLUSIONS: During periods of societal crisis, faculty must be hypervigilant to the mental health needs of students.

An Examination and Comparison of Stethoscope Hygiene in Nursing Education Programs.

BACKGROUND: Improper stethoscope hygiene has been found to contribute to the development of health care associated infections, which affects approximately one in every 30 hospitalized patients. Various pathogens have been found on the stethoscopes of health care workers. METHOD: A correlational descriptive design was used to compare stethoscopes from 117 nursing students. Sterile swab samples were obtained from four separate areas of each stethoscope. Samples were plated and incubated for 24 to 48 hours. RESULTS: Bacteria were found on all parts of the stethoscopes from both undergraduate and graduate nursing students, with the earpiece having the highest percentage of contamination. Staphylococcus was the most prevalent microbe found on all four swab sites. CONCLUSION: Educating students about stethoscope hygiene and consistently reinforcing it in practice are essential to reduce the transmission of pathogens in the health care environment. Nurses can model best practice with students and other disciplines to increase the likelihood of adherence. [J Nurs Educ. 2021;60(5):277-280.].

Pedagogical mediations for non-formal nursing teaching during the COVID-19 pandemic.

OBJECTIVE: to report the experience of developing pedagogical mediations in a Virtual Learning Environment implemented in a nursing faculty during the COVID-19 pandemic. METHODS: an experience report on the construction of a distance course aimed at graduates and residents of a nursing faculty at a public university located in the city of Rio de Janeiro. RESULTS: the course's conception, operationalization and implementation were the result of a collective work that culminated in a non-formal, virtual and problematic teaching process, which reached a participation rate of 82% of enrolled students. FINAL CONSIDERATIONS: even in times of social isolation, the course promoted collaborative learning of knowledge about COVID-19 and strengthened the relationship between professors and students. The possibility of carrying out distance activities based on solid methodological proposals that contradict the content logic often observed in distance learning is emphasized.