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1.
rev. cuid. (Bucaramanga. 2010) ; 12(3): 1-13, 20210821.
Article in Spanish | WHO COVID, LILACS (Americas) | ID: covidwho-1811624

ABSTRACT

Introducción: La pandemia originada por el nuevo coronavirus, hizo que los docentes universitarios enfrentaran el desafío de adoptar nuevas estrategias didácticas de tipo virtual para dar continuidad al proceso enseñanza-aprendizaje. El objetivo del estudio fue determinar la efectividad del uso de un objeto virtual de aprendizaje en la formación de profesionales de Enfermería. Materiales y Método: Se trata de un estudio de tipo cuantitativo cuasi experimental pre-post con grupo control sin aleatorización. Las mediciones estuvieron orientadas a determinar el efecto de la aplicación del objeto virtual de aprendizaje. Resultados: La población estuvo constituida por la totalidad de estudiantes de quinto semestre de Enfermería de la Universidad de los Llanos, durante el primer y segundo semestre de 2018. Se garantizó una muestra de 81 sujetos (40 del grupo control y 41 del experimental). Se utilizó prueba de McNemar para determinar diferencias entre grupos pareados y la U de Mann Whitney para comparar los puntajes y la diferencia. Se evidenció el desarrollo de competencias en los dos grupos, pero con mayor nivel en el grupo intervenido con el objeto virtual, lo cual indica que la estrategia mejoró significativamente el desarrollo de competencias en comparación con la enseñanza tradicional y fue de bastante utilidad en época de pandemia. Conclusiones: La aplicación del objeto virtual de aprendizaje favoreció el proceso enseñanza aprendizaje, permitió desarrollar la competencia de administrar medicamentos en pediatría, de forma crítica y reflexiva.


Introduction: The pandemic originated by the new coronavirus, made university teachers face the challenge of adopting new didactic online strategies to give continuity to the teaching-learning process. The objective of the study was to determine the effectiveness in the use of an online learning object in the nursing professionals training. Materials and Methods: This is a quantitative quasi-experimental pre-post study with a non-randomized control group. The measurements were aimed at determining the effect of the online learning object application. Results: The population was made up by all fifth-semester Nursing students of the Universidad de los Llanos, during the first and second semester of 2018. A sample of 81 subjects (40 in the control group and 41 in the experimental group) was guaranteed. The McNemar test was used to determine differences between paired groups and Mann Whitney U to compare scores and difference. The skills development was evidenced in both groups, but with a higher level in the group intervened with the online object, which indicates that the strategy significantly improved the development of skills compared to traditional teaching and was quite useful in times of pandemic. Conclusions: The application of the online learning object favored the teaching-learning process, allowed developing the competence of administering medications in pediatrics, in a critical and reflective manner.


Introdução: A pandemia originada pelo novo coronavírus fez com que professores universitários enfrentassem o desafio de adotar novas estratégias didáticas de tipo virtual para dar continuidade ao processo de ensino-aprendizagem. O objetivo do estudo era determinar a eficácia do uso de um objeto de aprendizagem virtual no treinamento de profissionais de Enfermagem. Materiais e métodos: Este é um estudo quantitativo quasi-experimental pré e pós com um grupo de controle não aleatório. As medidas tinham como objetivo determinar o efeito da aplicação do objeto virtual de aprendizagem. Resultados: A população consistia de todos os estudantes de Enfermagem do quinto semestre da Universidad de los Llanos, durante o primeiro e segundo semestres de 2018. Uma amostra de 81 sujeitos foi garantida (40 do grupo de controle e 41 do grupo experimental). O teste McNemar foi usado para determinar diferenças entre grupos emparelhados e o teste U de Mann-Whitney para comparar pontuações e diferenças. Houve desenvolvimento de competências em ambos os grupos, mas com um nível mais alto no grupo que participou com o objeto virtual, indicando que a estratégia melhorou significativamente o desenvolvimento de competências em comparação ao ensino tradicional e foi bastante útil em tempos de pandemia. Conclusões: A aplicação do virtual objeto de aprendizagem favoreceu o processo de ensino-aprendizagem, permitiu o desenvolvimento da competência de administração de medicamentos em pediatria, de forma crítica e reflexiva.


Subject(s)
Humans , Male , Female , Education, Nursing , Educational Measurement , Academic Performance
2.
PLoS One ; 17(2): e0263388, 2022.
Article in English | MEDLINE | ID: covidwho-1793530

ABSTRACT

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.


Subject(s)
COVID-19/psychology , Education, Nursing/methods , Students, Nursing/psychology , Adult , Computer-Assisted Instruction , Education, Distance/methods , Education, Distance/trends , Female , Humans , Iran , Learning , Male , Pandemics , Qualitative Research , Reproducibility of Results , SARS-CoV-2/pathogenicity , Universities
3.
Int J Environ Res Public Health ; 19(7)2022 Mar 31.
Article in English | MEDLINE | ID: covidwho-1776202

ABSTRACT

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.


Subject(s)
COVID-19 , Education, Distance , Education, Nursing, Baccalaureate , Education, Nursing , Students, Nursing , COVID-19/epidemiology , Education, Nursing/methods , Education, Nursing, Baccalaureate/methods , Humans , Personal Satisfaction , Teaching
4.
Front Public Health ; 10: 845588, 2022.
Article in English | MEDLINE | ID: covidwho-1776055

ABSTRACT

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.


Subject(s)
COVID-19 , Education, Nursing , Students, Nursing , COVID-19/epidemiology , China/epidemiology , Education, Nursing/methods , Health Knowledge, Attitudes, Practice , Humans , Qualitative Research
5.
BMC Med Educ ; 22(1): 231, 2022 Apr 01.
Article in English | MEDLINE | ID: covidwho-1770530

ABSTRACT

BACKGROUND AND OBJECTIVES: Coronavirus disease 2019 (COVID-19) is currently raging all over the world. COVID-19 can be transmitted among humans. To control the spread of the epidemic and meet the learning needs of students, Chinese universities have used a variety of multimedia forms to conduct online teaching. However, the influence of different teaching methods on the learning effects of nursing students has not been conclusive, and few studies have directly compared the differences in the effects of different teaching methods. Therefore, it is necessary to evaluate the impact of different teaching methods on students' learning effects. METHODS: A total of 119 participants from the graduating class of 2022 performed 4 validated classes (fundamental nursing, medical nursing, surgical nursing, and paediatric nursing) through network teaching. A total of 126 participants from the graduating class of 2021 used the traditional teaching method and were enrolled as a control group. All participants completed a questionnaire, which was designed by the school for teaching evaluation, and took a test after the courses. RESULTS: A total of 245 nursing undergraduates were ultimately enrolled. The analysis of the academic performance and the student evaluations from the four courses showed no significant difference between the network teaching group and the traditional teaching group for nursing undergraduates (all P > 0.05). CONCLUSION: Through the convenience of network teaching, teachers and students can choose the time and place of both their teaching and learning independently. Moreover, such use effectively prevents the spread of the epidemic. After the epidemic concludes, the continued use of the network teaching method can help improve teaching efficiency by being combined with the traditional teaching method.


Subject(s)
COVID-19 , Education, Nursing, Baccalaureate , Education, Nursing , Students, Nursing , COVID-19/epidemiology , Child , Humans , Learning
6.
J Coll Physicians Surg Pak ; 32(4): 548-549, 2022 Apr.
Article in English | MEDLINE | ID: covidwho-1766306

ABSTRACT

The COVID-19 pandemic radically affected the whole education system including nursing education. Nursing is a practice-based profession; therefore, it is necessary to transform acquired knowledge into practice. However, in the current situation of the pandemic, the nursing students were unable to learn and practise nursing skills in the skills lab on manikins or simulation. This paper aims to give an overview and practical application of alternative solutions to overcome this situation. Alternatives like virtual skills teaching along with sign-off were sought by using problem-solving approaches to facilitate students' learning and help them to acquire necessary skills timely. Key Words: Virtual skills teaching, Nursing students, Problem-solving approach, COVID-19.


Subject(s)
COVID-19 , Education, Nursing , Students, Nursing , Humans , Learning , Pandemics
7.
Nurse Educ Today ; 110: 105277, 2022 Mar.
Article in English | MEDLINE | ID: covidwho-1763915

ABSTRACT

BACKGROUND: The COVID-19 pandemic has disrupted the lives of many. Particularly, nursing students experience greater stress as their normal curriculum is interrupted and some of them face the risk of being infected as frontline workers. Nursing faculty members may face similar struggles, in addition to developing teaching materials for online learning. Thus, it is important to examine the faculty members' and students' views on their ability to adapt during the pandemic to obtain a holistic view of how learning and training has been affected. DESIGN: The descriptive cross-sectional quantitative design was used. SETTINGS: Data were collected from Southeast and East Asian Nursing Education and Research Network (SEANERN) affiliated nursing institutions from January 2021 to August 2021. PARTICIPANTS: A total of 1897 nursing students and 395 faculty members from SEANERN-affiliated nursing institutions in Cambodia, Hong Kong, Indonesia, Japan, Laos, Malaysia, Philippines, Singapore, Thailand and Vietnam were recruited for this study. METHODS: Quantitative surveys were used to explore the satisfaction levels in education modalities, confidence levels, psychosocial well-being, sense of coherence and stress levels of nursing students and faculty members during the COVID-19 pandemic. RESULTS: Participants were mostly satisfied with the new education modalities, although most students felt that their education was compromised. Both groups showed positive levels of psychosocial well-being, despite scoring low to medium on the sense of coherence scale and experiencing great stress. The participants' sense of coherence was positively correlated with their psychosocial well-being and negatively correlated with stress levels. CONCLUSIONS: While the COVID-19 pandemic had negatively impacted the lives of nursing students and faculty members, most of them had a healthy level of psychosocial well-being. Having a strong sense of coherence was associated with better psychosocial health and lower stress levels. As such, it may be helpful to develop interventions aimed at improving the sense of coherence of nursing students and staff to help them manage stressors better.


Subject(s)
COVID-19 , Education, Nursing , Sense of Coherence , Students, Nursing , COVID-19/epidemiology , Cross-Sectional Studies , Faculty, Nursing , Humans , Pandemics , Students, Nursing/psychology , Universities
9.
J Nurs Educ ; 61(3): 162-166, 2022 Mar.
Article in English | MEDLINE | ID: covidwho-1732319

ABSTRACT

BACKGROUND: Innovative teaching that effectively promotes learning is a process called brain science. Chemicals released during motivation and attention lead to improved learning, and chemicals released during high-stress situations deter learning. The coronavirus disease 2019 (COVID-19) pandemic has created unprecedented stress while providing an opportunity to create innovative strategies for facilitated learning. METHOD: To meet the pandemic challenges of a traditional undergraduate nursing program at a large state-funded university, specialty course faculty collaborated to redesign the courses using brain science concepts. RESULTS: Students demonstrated improved average course scores across courses compared with previous students (obstetrics, 2%; pediatrics, 4.34%; and critical care, 1.38%). Overall student feedback was positive. CONCLUSION: Brain science provides the foundation for advanced education that promotes optimal learning. The stress of the COVID-19 pandemic has created the opportunity for the implementation of an advanced educational model in which learning is facilitated and supported. [J Nurs Educ. 2022;61(3):162-166.].


Subject(s)
COVID-19 , Education, Nursing, Baccalaureate , Education, Nursing , Students, Nursing , Brain , COVID-19/epidemiology , Child , Humans , Pandemics , SARS-CoV-2 , Teaching
10.
PLoS One ; 17(3): e0264920, 2022.
Article in English | MEDLINE | ID: covidwho-1724865

ABSTRACT

In the light of the current COVID-19 pandemic, being considered a present challenge for public health, the main purpose of this work is to analyze the vulnerability to stress of a sample of nursing students in Romania considering their status on labour market (employed students in the medical system and non-employed students) before and during the COVID-19 pandemic. Employed students were more vulnerable to stress comparing to non-employed ones during the pandemic. In addition to this, the nursing students working in the medical system experienced medium vulnerability to stress during the pandemic comparing to those working before the pandemic who experienced a low vulnerability to stress. Excepting the non-employed students before the pandemic, the females were more vulnerable to stress comparing to the males in the sample and the students living in the country experienced a higher level of stress comparing to those living in the urban area. During the pandemic, most of the employed nursing students expressed their fear of getting infected with COVID-19, this representing the most stressful factor for them, while most of them mentioned the self-control as being the most proper strategy for them to cope with stress. These empirical findings have practical implications for stress control among present and future nurses, for management of medical units and for higher education nursing.


Subject(s)
COVID-19 , Education, Nursing , Mental Health , SARS-CoV-2 , Stress, Psychological , Students, Nursing , Adult , COVID-19/epidemiology , COVID-19/psychology , Female , Humans , Male , Pandemics , Romania/epidemiology , Stress, Psychological/epidemiology , Stress, Psychological/psychology
11.
Int J Nurs Educ Scholarsh ; 19(1)2022 Feb 21.
Article in English | MEDLINE | ID: covidwho-1705704

ABSTRACT

OBJECTIVES: The aim of this study was to investigate differences in academic achievement between two groups of students who were taught the same course online within the nursing program but through two different teaching strategies and to examine the students' attitudes towards flipped classroom. METHODS: Online lectures using Zoom was given to teach a course regarding the immune system and another course was taught the same subject in flipped classroom approach using video lectures followed by seminars. Academic achievement were compared between the groups, and perspectives on flipped classroom were investigated using a questionnaire. RESULTS: The main findings were that participation in flipped classroom seminars had a positive effect on academic achievement (OR 2.3 (CI [1.001-5.1]), and that students preferred the flipped classroom approach over traditional lectures. CONCLUSIONS: This study suggests that a student centered teaching strategy like flipped classroom is an effective way to increase the students' engagement and academic achievements.


Subject(s)
COVID-19 , Education, Nursing , Curriculum , Humans , Pandemics , Problem-Based Learning , SARS-CoV-2 , Teaching
12.
PLoS One ; 17(2): e0263937, 2022.
Article in English | MEDLINE | ID: covidwho-1690701

ABSTRACT

The Covid-19 pandemic has negatively affected every aspect of human life. In these challenging times nursing students, facing academic and psychological issues, are advised to use augmented reality applications in the field of health sciences for increasing their motivations and academic performances. The main motive of the study was to examine the acceptance status of nursing students in implementing augmented reality technology in their education and training. The study is a quantitative research study, and it uses the causal-comparative screening method. The data used in the study was collected online from 419 nursing students. The hybrid method was preferred. First, the hypotheses based on the linear relationships were defined between the variables which were then tested by the method of structural equation modeling. Second, the method of artificial neural networks was used to determine the non-linear relationships between the variables. The results show that the nursing students have a high intention of using augmented reality technology as a way of self-learning. It was also found that the most emphasized motive behind this intention is the expectation that using augmented reality technology will increase their academic performance. They also think that AR technology has many potential benefits to offer in the future. It was observed that a considerable number of students already use augmented reality technology for its usefulness and with a hedonic motivation. In conclusion, nursing students have a high acceptance of using augmented reality technology during their education and training process. Since we live in a world where e-learning and self-learning education/training have become widespread, it is estimated that students will demand augmented reality applications as a part of holistic education, and as an alternative to traditional textbooks.


Subject(s)
Academic Performance/statistics & numerical data , Augmented Reality , COVID-19/psychology , Education, Nursing/standards , Learning , Motivation , Students, Nursing/psychology , Adult , COVID-19/epidemiology , COVID-19/virology , Female , Humans , Intention , Male , SARS-CoV-2/isolation & purification , Young Adult
13.
Int J Environ Res Public Health ; 19(4)2022 02 11.
Article in English | MEDLINE | ID: covidwho-1690244

ABSTRACT

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.


Subject(s)
COVID-19 , Computer-Assisted Instruction , Education, Nursing , Students, Nursing , COVID-19/epidemiology , Communicable Disease Control , Education, Nursing/methods , Humans , Pandemics/prevention & control , Personal Satisfaction , SARS-CoV-2
14.
Am J Nurs ; 122(2): 14, 2022 02 01.
Article in English | MEDLINE | ID: covidwho-1684815
15.
Nurs Outlook ; 70(1): 119-126, 2022.
Article in English | MEDLINE | ID: covidwho-1670976

ABSTRACT

The pandemics of COVID-19 and systemic racism highlighted health inequities that have existed for decades among Black communities. Nurses are positioned to address these health inequities through innovative ideas and research. More specifically, Black nurses, because of their shared lived experience, understand sociostructural factors underpinning health inequities and how to best engage with Black communities. However, only 8% of Black nurses make up the overall nursing workforce and far fewer are nurse scientists. Historically Black Colleges and Universities (HBCUs) can offer critically important options for success in addressing the dearth of Black nurse scientists working across sectors and contributing to rich academic milieu, informing innovative national policy, and creating impactful practice. We discuss challenges and strategies to promoting research careers at HBCUs to attract Black nurse scientists as the next leaders in health inequities research.


Subject(s)
African Americans , Education, Nursing , Laboratory Personnel/supply & distribution , Leadership , Nurses/supply & distribution , Universities , Biomedical Research , COVID-19 , Humans , Racism
16.
Nurs Outlook ; 69(6): 961-968, 2021.
Article in English | MEDLINE | ID: covidwho-1586894

ABSTRACT

The purpose of this consensus paper was to convene leaders and scholars from eight Expert Panels of the American Academy of Nursing and provide recommendations to advance nursing's roles and responsibility to ensure universal access to palliative care. Part I of this consensus paper herein provides the rationale and background to support the policy, education, research, and clinical practice recommendations put forward in Part II. On behalf of the Academy, the evidence-based recommendations will guide nurses, policy makers, government representatives, professional associations, and interdisciplinary and community partners to integrate palliative nursing services across health and social care settings. The consensus paper's 43 authors represent eight countries (Australia, Canada, England, Kenya, Lebanon, Liberia, South Africa, United States of America) and extensive international health experience, thus providing a global context for the subject matter. The authors recommend greater investments in palliative nursing education and nurse-led research, nurse engagement in policy making, enhanced intersectoral partnerships with nursing, and an increased profile and visibility of palliative nurses worldwide. By enacting these recommendations, nurses working in all settings can assume leading roles in delivering high-quality palliative care globally, particularly for minoritized, marginalized, and other at-risk populations.


Subject(s)
Consensus , Expert Testimony , Hospice and Palliative Care Nursing , Palliative Care , Universal Health Care , Education, Nursing , Global Health , Healthcare Disparities , Humans , Nurse Administrators , Societies, Nursing
17.
Creat Nurs ; 27(4): 226-230, 2021 Nov 01.
Article in English | MEDLINE | ID: covidwho-1572186

ABSTRACT

Traditionally, we would have considered biodiversity loss, increasing severity and frequency of natural disasters, more frequent infectious disease outbreaks, and increased human migration around the world as disparate issues requiring unique solutions. We are now realizing that the health of humans and the health of the planet are interconnected, and that the Earth's natural systems that support life are in critical jeopardy. Planetary health needs to be a core component of nursing education and practice. Several conditions make this the perfect time for transformative change. The COVID-19 pandemic revealed the deep connection between the human health and the health of the planet and illuminated the need for global solutions that are both sustainable and equitable. The Future of Nursing 2020 - 2030: Charting a Path to Achieve Health Equity report acknowledged the urgent need to address climate change. The new American Association of Colleges of Nursing essentials for nursing education supports transformation of nursing curricula. Finally, the recent publication of a global transdisciplinary framework for planetary health education offers nursing a blueprint for education and practice.


Subject(s)
COVID-19 , Education, Nursing , Humans , Pandemics , Planets , SARS-CoV-2
18.
Br J Community Nurs ; 26(12): 576-580, 2021 Dec 02.
Article in English | MEDLINE | ID: covidwho-1562098

ABSTRACT

The COVID-19 pandemic has impacted healthcare education and delivery, including both theory and practice learning. Academic staff responded rapidly to move teaching online during the first lockdown, with many returning to practice to deliver care or upskill practice staff to work in critical care. Many pre-registration students responded by becoming paid NHS employees, contributing to care delivery while remaining on their programme of study. Practice learning partners, despite the challenges of the pandemic, continued to support students to achieve their registration status. This occurred within the context of the Emergency and Recovery Standards, published by the Nursing and Midwifery Council between March 2020 and September 2021. This paper sets out the response of students, practice learning partners and higher education institutions involved in pre-registration nursing and midwifery programmes.


Subject(s)
COVID-19 , Education, Nursing , Students, Nursing , Communicable Disease Control , Humans , Pandemics , SARS-CoV-2
19.
J Prof Nurs ; 38: 54-64, 2022.
Article in English | MEDLINE | ID: covidwho-1562076

ABSTRACT

BACKGROUND: Technology is increasingly used in nursing education, particularly during the SARS-CoV-2 (COVID-19) pandemic. COVID-19 also brought new challenges to patient care and limited access to in-person clinical experiences for nursing students. Pivoting to virtual simulation (VS) for clinical was necessary during the height of the pandemic. With students' return to clinical settings, VS experiences continue to be needed, due to quarantine of clinical settings and/or shortage of available clinical sites. VS clinical experiences have been successfully utilized over the past decade; however, the literature lacks resources on the use of VS for delirium care of patients. METHOD: In this article, the authors describe the creation and provision of a VS clinical day using interactive computer-based technology to educate nursing students to prevent, recognize, and manage delirium. The VS clinical was in conjunction with a Behavioral Health course. RESULTS: Evaluation of students demonstrated attainment of objectives. Students reported satisfaction with the VS experience. CONCLUSION: Technology in nursing education and use of VS clinical provide effective strategies for clinical learning when in-person clinical experiences are unavailable, either due to access limitations or lack of patients with specific health needs.


Subject(s)
COVID-19 , Delirium , Education, Nursing , Students, Nursing , Humans , Pandemics , SARS-CoV-2
20.
J Nurs Educ ; 60(12): 686-689, 2021 Dec.
Article in English | MEDLINE | ID: covidwho-1556838

ABSTRACT

BACKGROUND: Measuring clinical outcomes in prelicensure students is desired by key stakeholders but is fraught with challenges. There are currently no standardized, psychometrically validated clinical-outcome measures available for prelicensure nursing programs, requiring each program to design its own measures. METHOD: We conducted a review of the potential antecedents of this gap, as well as models for standardized clinical outcome measures and recommendations from within health-professions education. RESULTS: There are benefits to pursuing a standardized clinical outcome tool, including an improved student learning experience and unifying our communication regarding graduate nurse preparation to valued stakeholders. CONCLUSION: Nursing education has a unique opportunity to emulate our colleagues in medicine and pharmacy by working at the national level to create a standardized tool using current psychometric methods for development and validation. [J Nurs Educ. 2021;60(12):686-689.].


Subject(s)
Education, Nursing , Licensure , Humans
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