Implementation of a virtual student placement to improve the application of theory to practice.

BACKGROUND: The primary aim of undergraduate, pre-registration nursing education is to prepare students to be nurses who can apply theory to practice, with clinical placements to support the practice element of the clinical programme. However, the theory-practice gap is a longstanding problem within nurse education, as nurses continue to practise with incomplete knowledge to support their actions. PROBLEM: In April 2020, the COVID-19 pandemic caused a reduction in clinical placement capacity that affected student learning opportunities. APPROACH: Based on Miller's pyramid of learning, a virtual placement was created using evidence-based learning theories and an array of multimedia technologies with the intention of replicating real-life experiences and promoting problem-based learning. Scenarios and case studies were collated from clinical experiences and mapped against student proficiencies to produce an authentic and immersive learning environment. CONCLUSION: This innovative pedagogy provides an alternative to the placement experience while enhancing the application of theory to practice.

IImpact of the COVID-19 pandemic on the nursing students education in a public university in Colombia.

OBJECTIVES: To explore the impacts of the COVID-19 pandemic on nursing student education in one public university in Medellin, Colombia. METHODS: This descriptive qualitative study used content analysis to address the following questions: (1) How has the COVID-19 pandemic impacted nursing education at the University of Antioquia? (2) What were the most important challenges experienced by nursing students? (3) What was most supportive for the students during the pandemic? and (4) What were the potential opportunities and lessons learned related to nursing education? Data were collected virtually through individual online interviews with 14 undergraduate nursing students and analysed using qualitative content analysis with constant comparisons. RESULTS: Four main categories of findings related to the experience of undergraduate nursing students during the COVID-19 pandemic were identified: (1) transitioning to online learning, (2) managing the digital world, (3) impacts on clinical training, and (4) work-related stressors. Key challenges included home environments that were not conducive to learning, reduced social interactions with peers and faculty, accessing technology required for online education and insufficient preparation for clinical practice. Family members and university-provided resources were important sources of student support. Whereas the pandemic limited opportunities for hands-on clinical training, the shift to online learning allowed for the development of skills related to informational technologies and telehealth. CONCLUSIONS: Undergraduate students at the University of Antioquia identified significant barriers to learning during the COVID-19 pandemic restrictions and transition to online learning, as well as new opportunities for the development of digital skills among both students and faculty.

Integrating Trauma-Informed Teaching and Learning Principles Into Nursing Education.

BACKGROUND: Trauma-informed teaching and learning (TITL) considers the effect of trauma on learners stemming from sources such as political tensions, racial and gender inequities, health disparities, poverty, community violence, bullying, and most recently, the coronavirus disease 2019 (COVID-19) pandemic. METHOD: TITL is an inclusive, learner-centered teaching methodology that has evolved during the past two decades to become more relevant in times of crisis. The foundation for effective TITL practice is the educator's grasp of how trauma affects learner behavior, performance, relationships, and coping. RESULTS: The principles of TITL are described as well as how each principle can be implemented to enhance learner engagement, strengthen relationships, and foster an inclusive learning environment aimed at facilitating learning and enhancing personal and professional growth. CONCLUSION: Nursing faculty can implement TITL learner-centered, inclusive, inquiry-based, and adaptive strategies to promote learner engagement and empowerment, improve academic performance, and foster stronger faculty-learner connections. [J Nurs Educ. 2023;62(3):133-138.].

Clinical learning for pre-registration nursing students: a viva voce approach during COVID-19.

The COVID-19 pandemic restricted face-to-face contact between students and educators, limiting continual assessment of student's clinical skill development. This led to rapid transformational online adaptations to nursing education. This article will present and discuss the introduction of a clinical 'viva voce' approach, which has been used at one university to formatively assess students' clinical learning and reasoning skills using virtual methods. The Virtual Clinical Competency Conversation (V3C) was developed using the 'Think aloud approach' and involved facilitated one-to-one discussion based on two questions from a bank of 17 predefined clinically focused questions. A total of 81 pre-registration students completed the formative assessment process. Overall, feedback from students and academic facilitators was positive and facilitated both learning and consolidation in a safe and nurturing way. Further local evaluation is continuing to measure the impact of the V3C approach on student learning now that some aspects of face-to-face education have resumed.

[Practical pharmacotherapy education "pharmacology role-play": expansion and ingenuity in Medical, Dental, Pharmaceutical and Nursing education.]

Active learning in pharmacology education "pharmacology role-play," in which students pretend to be health professionals and patients and explain diseases and drug treatments. Because pharmacology role-play is based on cases presented in advance and active learning through communication, named Case & Communication based approach (C&C approach). Pharmacology role-play was started in 2010 at the University of Miyazaki, it has been shared by 28 schools in 4 faculties of medicine, pharmacy, dentistry, and nursing (23 medical schools, 1 pharmaceutical school, 2 dental schools, and 2 nursing universities) over the 13 years until 2022. Although it is a common program, it is implemented with diversity while devoting various ingenuity according to the characteristics of the University. Pharmacology role-play is effective in (1) understanding of medical treatment, (2) understanding patient's feelings, (3) improvement of mental attitude and motivation as health professionals (4) positive influence upon study attitude, regardless of universities that conducted the pharmacology role-play. Various efforts include combining with Personal Drugs, developing interprofessional education through joint role-playing by medical students and nursing students, and developing Oriental medicine education through the cases including Kampo medicine. In addition, there are online lectures in response to the Covid-19, and a joint implementation of two universities, all of which are highly effective. The advantage of the multi-institution common program is that a lot of information can be obtained at once, and it is easy to quickly reflect successful ideas. The flexibility and high resilience that can flexibly change the implementation method (face-to-face/remote) according to the situation are also great strengths.

An online 5-week professional identity program for nursing student in clinical rotation practice during the first wave of COVID-19 pandemic: A two-arm randomized trial.

AIM: Development and evaluation of the effectiveness of an online 5-week professional identity program among nursing students in clinical internship practice during the COVID-19 restrictions. BACKGROUND: Nurse professional identity is a strong predictor of career commitment. Clinical internship practice is a key stage when nursing students build and rebuild their professional identity. Meanwhile, the COVID-19 restrictions has strongly influenced the professional identity of nursing students as well as nursing education. A well-designed online professional identity program may contribute to nursing students who are in clinical internship practice developing positive professional identity during the COVID-19 restrictions. DESIGN: The study was a two-armed, randomised, controlled trial conducted and reported based on Consolidated Standards of Reporting Trials (CONSORT) 2010 guidelines. METHODS: A total of 111 nursing students undergoing clinical internship were randomised into an intervention group and a control group. The five-weekly session intervention was developed based on social identity theory and career self-efficacy theory. The primary outcomes were professional identity and professional self-efficacy and the second outcome was stress. Qualitative feedback was analysed by thematic analysis. Outcomes were assessed before and after the intervention and analysed using an intention-to-treat principle. RESULTS: The generalised linear model showed that group-by-time effects were significant for the total score of professional identity and three factors of professional self-image, social comparison and self-reflection and independence of career choice, with small effect sizes (Cohen's d from 0.38 to 0.48). Only one factor of the capacity of information collection and planning in professional self-efficacy was significant (Wald χ2 =0.4.82, P < 0.01) with a medium effect size (Cohen d=0.73). The group effect, time effect and group-by-time effect of stress were not significant. Three themes were: 'Gaining in professional identity, self-recognition and peer belonging'; 'Content, self-motivation and intervenor as participation facilitators'; and 'Combining offline and courses, setting group rules and building mutual trust as recommendations'. CONCLUSIONS: The online 5-week professional identity program effectively promoted the development of professional identity and the capacity for information collection and career planning but did not significantly relieve pressure during the internship.

Preparing Students for Post-COVID Nursing Careers: The Value of International Clinical Placements.

BACKGROUND: Prior to the coronavirus disease 2019 (COVID-19) pandemic, international clinical placements (ICPs) for nursing students were used to build cultural humility and global awareness. This study explored the influence of ICPs on nursing students' career planning and views of the nursing role; the findings were considered against the evolving pandemic context. METHOD: A qualitative, descriptive longitudinal study was conducted with 25 preregistration nursing students who participated in an international placement. Semistructured individual interview data were examined using thematic analysis. RESULTS: Participants were interested in patient equity and empowerment, high acuity and variety, health policy, and primary care. Participants developed resilience and nursing confidence. They saw the effects of poor health equity and health policy decisions on population health. CONCLUSION: ICPs expanded participants' understanding of global interconnectedness and also identified new career possibilities. Postpandemic, nursing education should continue to maintain a global focus on health. [J Nurs Educ. 2023;62(4):207-214.].

Adapting Simulation Education During a Pandemic.

Nursing education faced unprecedented challenges in maintaining quality clinical and simulation instruction during the COVID-19 pandemic. Strategies to maintain clinical engagement and meet course objectives included using virtual simulation and safely reopening simulation laboratories as soon as it was possible. When using virtual experiences for replacement of clinical or simulation, it is critical that standards of best practice are implemented. Safely reopening laboratories required plans for social distancing, health screening, personal protective equipment, disinfecting, and educating users on the new protocols. Combining these strategies resulted in delivering quality instruction without interruption during the pandemic.

A scoping review of nursing education for firearm safety.

BACKGROUND: Firearm violence, whether intentional or accidental, affects families worldwide. Nurses often encounter firearm-related injury and death with little knowledge or preparation for dealing with firearm safety issues. OBJECTIVES: The aim was to locate published research on nurse education in firearm safety and examine the preparation of nurses to deal with issues of firearm safety as a deterrent toward decreasing violence. The review included nurse perceptions of barriers and facilitators related to firearm safety in clinical situations. DESIGN: A literature scoping review for article identification, examination, and reporting was structured on the extended form of Arksey and O'Malley's 5-step design framework. DATA SOURCES: Databases CINAHL, MEDLINE, Sociological Abstracts, PsychInfo, and ERIC were searched for articles in English language published between 2010 and 2021 that included nurses in the studies' samples. REVIEW METHODS: Searches were managed via Covidence®, a literature screening and data extraction tool. Two independent reviewers screened the articles retrieved from the databases by title, abstract, and full-text review. Data from selected articles were extracted onto a spreadsheet and critically appraised for eligibility. RESULTS: A search of healthcare databases resulted in identification of 645 articles, of which 15 met inclusion criteria. Seven of the 15 articles addressed nurse firearm safety preparation, and seven related to counseling firearm safety for suicide prevention. Main barriers included lack of standardized guidelines, inadequate knowledge, and discomfort discussing firearm safety with patients and families. CONCLUSIONS: The scoping review findings show a noticeable gap: nurse education addressing firearm safety is, for all purposes, non-existent. A need exists for evidence-based training within academic curricula and across acute and behavioral healthcare settings.

Integrating Palliative Care into Nursing Care.

ABSTRACT: The need for palliative care in our health care system has exponentially increased in the past few years as a result of the COVID-19 pandemic, the aging population, and the increasing number of people living with serious illnesses. While nurses play a critical role in delivering palliative care, many lack confidence and knowledge, causing practice gaps in the clinical and psychological management of seriously ill patients. The collective burden of the pandemic has demonstrated the importance of palliative care education and training, specifically in communication, symptom management, and continuing education. All nurses, including nursing students, transitioning nurses, and practicing nurses, should be trained to offer generalist (or primary) palliative care, in accordance with the American Association of Colleges of Nursing Essentials: Core Competencies for Professional Nursing Education. Provision of holistic, relationship-based, and integrated palliative care for patients and their families is an ethical obligation for all nurses.

Strategies for Developing the Affective Domain of Novice Nurses.

An important focus for clinical nurse educators is facilitating learner development and socialization. When evaluating learning, there are three domains that can be assessed: cognitive, affective, and psychomotor. The cognitive and psychomotor domains are typically well assessed in nursing education. A review of the literature published between 2015 and 2022 suggests that there has been no universal approach to how clinical nurse educators implement the affective domain for novice nurses. The affective domain consists of developing behaviors that are consistent with professional nursing standards. Prioritizing affective domain education can help novice nurses to be better prepared to work in the current state of health care in the United States. The goal of this article is to provide strategies to empower clinical nurse educators to foster opportunities that will develop the affective domain of novice nurses. [J Contin Educ Nurs. 2023;54(2):56-57.].

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.

Team Teaching in Nursing Education: Lessons Learned During COVID-19.

BACKGROUND: Team teaching involves multiple faculty teaching a single course and can follow different formats that can result in an enhanced experience for students and faculty. METHOD: Team teaching was adopted for prelicensure students during the COVID-19 pandemic to maximize faculty time and expertise, eliminate duplicate work, and build in redundancy should faculty become ill. Using a tag-rotation model design, faculty were assigned content and activities, as well as assessments for the content. All work was housed on the learning university's platform. RESULTS: Novice faculty were mentored, duplication was eliminated, and efficiency was actualized through team teaching. Most faculty found the benefits to be advantageous and continued to use the model by choice. CONCLUSION: Team teaching promotes a culture of debate and critical thinking as well as interprofessional learning. Faculty relationships and planning for both students and faculty are essential elements for team teaching success. [J Nurs Educ. 2023;62(4):249-252.].

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.

Remote teaching in times of the covid-19 pandemic: new experiences and challenges / Ensino remoto em tempos de pandemia da covid-19: novas experiências e desafios / Educación remota en tiempos de pandemia del covid-19: nuevas experiencias y desafíos

OBJETIVO: Refletir sobre o ensino remoto como possibilidade de novas experiências e desafios em tempos de pandemia da Covid-19. MÉTODO: Análise reflexiva sobre as novas experiências e desafios no ensino remoto durante a pandemia da covid-19. RESULTADO: O ensino remoto traz a oportunidade de integrar aulas de maneira síncrona (em tempo real) através webconferência e atividades assíncronas (não se efetivam em tempo real) que possibilitam o uso de ferramentas interativas de aprendizagem estimuladas pelo professor, mediador do conhecimento, em especial da Enfermagem. CONCLUSÃO: Recomenda-se que o professor promova a interatividade permitindo que o aluno, usufruindo dos recursos disponíveis no ambiente virtual de aprendizagem, possa compor elementos dos conteúdos discutidos com experiências positivas de aprendizagem.

OBJETIVO: Reflexionar sobre la enseñanza remota como una posibilidad para nuevas experiencias y desafíos en tiempos de la pandemia del Covid-19. MÉTODO: Análisis reflexivo de nuevas experiencias y desafíos en educación remota durante la pandemia del covid-19. RESULTADO: La enseñanza remota brinda la oportunidad de integrar clases de forma sincrónica (en tiempo real) a través de conferencias web y actividades asincrónicas (no realizadas en tiempo real) que permiten el uso de herramientas de aprendizaje interactivas estimuladas por el docente, mediador del conocimiento, en especial de la Enfermería. CONCLUSIÓN: Se recomienda que el docente promueva la interactividad permitiendo al alumno, mediante el aprovechamiento de los recursos disponibles en el entorno virtual de aprendizaje, componer elementos del contenido discutido con experiencias positivas de aprendizaje.

OBJECTIVE: To reflect on remote teaching as a possibility for new experiences and challenges in times of the COVID-19 pandemic. METHOD: A reflective analysis on the new experiences and challenges in remote teaching during the COVID-19 pandemic. RESULTS: Remote teaching brings the opportunity of integrating classes in a synchronous manner (in real-time) through web conferences and asynchronous activities (not in real-time) which allows for the use of interactive learning tools stimulated by the professor, knowledge mediator, especially in Nursing. CONCLUSION: It is recommended that the professor promotes interactivity allowing the student, while enjoying the available resource in the virtual learning environment, to compose elements of the contents that are discussed with positive learning experiences.

Where are nurse-scientists? Academic nursing research at critical crossroads.

BACKGROUND: Academic nursing research is at a critical impasse after the great retirement and resignation during COVID-19. Sustaining and replenishing senior nurse-scientist faculty that are clinical experts with real-world clinical practice is critical. Leveraging the mission of nursing scholarship within the business of building and sustaining externally funded research enterprises in schools of nursing presents conundrums, especially with persistent nursing faculty vacancies. PURPOSE AND METHODS: Through a lens of intersectionality within the context of academic bias and nursing education regulation, we address challenges in NIH funding for nurse-scientist faculty. Publicly available data reveal equity, inclusion, and advancement issues that make it an unequal playing field for nurse-scientist faculty if expected to achieve similar NIH funding as faculty in schools of public health and medicine. DISCUSSION: Understanding research enterprises requires appreciation of the complex interplay between academic nursing units, university infrastructures, and academic budgetary models. Creative support for both nursing deans and their faculty is needed.

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.

Nursing Ethics Education: Thinking, Feeling, and Technology.

Health care ethics education has focused on the four principles approach. Although relevant and important, this dimension is insufficient on its own. Emotional, cultural, spiritual, and relational aspects of ethics must also be addressed. Ethics cases are important in ethics education but should include everyday ethics scenarios that can be messy and emotional. Such situations occur regularly in nursing practice, making microethics particularly relevant to nurses. Art, songs, film, and literature provide stories that allow exploration of everyday ethics. Technology can facilitate this and promote ethics comportment, but more work is needed to demonstrate how best to do this.

An analysis of the policy participation of field response nurses in South Korea: COVID-19 response guidelines and the infectious disease act revision.

INTRODUCTION: The Republic of Korea's response to Coronavirus disease 2019 was divided before and after global vaccine development at the end of 2020. It also varied according to the size of confirmed patients in the non-pharmaceutical intervention. Therefore, this study aimed to analyze the contribution of frontline nurses to the policy and law revision on infectious diseases and suggest health and nursing policies for emerging infectious diseases in the future. DESIGN: This case evaluation study analyzed the significant policy decisions that nurses' roles brought on changes in the infectious disease response system in the Republic of Korea and applying the health system model and those capacities on resilience under emerging infectious diseases. METHODS: Objective data that contributed directly to the revision of infectious disease-related Acts and policies in 2020 were collected and analyzed through literature search and information disclosure claims from the first to third waves of Coronavirus disease 2019 in one city. RESULTS: With the rapid outbreak of COVID-19 confirmed cases at the end of February 2020, a pan-government support group was formed and dispatched to D City. In addition, central quarantine officials worked with local quarantine officials to share real-time situations and find out on-site difficulties and support requests. As a result, inquiry of opinions to working staff before changing the "response guidelines to Coronavirus disease 2019" was reflected in major contents on the revision of "policy on infectious disease response" and "Infectious Disease Prevention and Management Act." With the establishment of an epidemiological investigation team in September 2020, the number of new nurses in 17 cities and provinces increased by 19.1% compared to the previous year, the most significant increase compared to doctors (-2.3), dentists (-1.6), and health workers (3.7). CONCLUSION: The experience of responding to Coronavirus was a reminder that the curriculum needed to be improved so that nurses will be recognized to have leadership competencies and as field experts regarding social determinants of health for population groups in the decision-making process. In the initial COVID-19 response process, nurses showed excellence in analyzing patient interviews and various information as field epidemiological investigation response personnel, making comprehensive judgments, and solving problems in cooperation with related agencies and severe patients' bedside nursing care. Continuous primary care and management of infectious diseases for the vulnerable should be prepared on an ongoing basis to assure the quality of care. CLINICAL RELEVANCE: Action strategies for developing leadership to enable nurses to have participated in the social determinants of health and the nursing policy formation for health equity should be applied in nursing education and practice, and global monitoring efforts were accelerated.