Original Research: The Impact of COVID-19 on Pain Care Among Older Adults.

PURPOSE: In this qualitative descriptive study, we sought to understand the professional experiences and perceptions of pain management nurses who cared for older adults in the United States during the height of the COVID-19 pandemic. METHODS: Data were collected between July 2020 and July 2021 through individual, semistructured interviews with a nonprobability sample of 18 pain management nurses. An inductive content analysis approach, in which categories were derived from a coding process based on a close reading of data extracts from the interview transcripts, was used to reveal the major theme related to the study aim. RESULTS: Notwithstanding the variable consequences of COVID-19 on patients' health, a single overarching theme was pronounced: "Pain management for older adults remained unchanged during the pandemic despite unpredictable survival, restrictions on human interactions, and communication challenges." This theme was supported by four categories that emerged from the data: unpredictable survival, restriction-induced isolation, perceived continuity and equality of pain management, and communication challenges. CONCLUSIONS: During the COVID-19 pandemic, pain management nurses stepped in and joined interdisciplinary teams providing general and specialized pain care to ensure that older adults, whether inpatient or outpatient, continued to receive quality care. These study findings highlight the many challenges pain management nurses faced during this unprecedented public health crisis, as well as opportunities to improve the health system and enhance nursing practice to meet the needs of older patients.

Pain Management Nurses' Roles During the COVID-19 Pandemic.

BACKGROUND: Millions of people globally have been affected by the Covid-19 pandemic. It's impact on pain management nurses roles' remains unknown. AIMS: To explore role changes among pain management nurses performing patient care during the Covid-19 pandemic. DESIGN: Qualitative descriptive research study. SETTINGS: The American Society for Pain Management Nursing's listserv, E-News Brief postings, and snowball sampling. PARTICIPANTS/SUBJECTS: English-speaking registered nurses or advanced practice registered nurses who provided direct patient care since 2020 were eligible. METHOD: Data were collected through individual, semi-structured telephone interviews. An interview guide was used and included questions about participants' characteristics and the effect of the Covid-19 pandemic on their roles in clinical work. Data were analyzed using qualitative content analysis. RESULTS: A homogenous sample of eighteen nurses from the United States was interviewed. Their normal roles, roles during the pandemic, and surges in patients with Covid-19 as the condition for role changes emerged from their descriptions. Most participants did not experience significant changes in their normal roles, but all described how their normal functions were impacted by the pandemic. CONCLUSIONS: As the infectious variants of this disease evolve or other disastrous conditions occur, further changes to roles may occur. The skill sets of pain management nurses, including understanding assessment of pain across the lifespan, administration of opioids and multimodal analgesia, monitoring of patients, and communicating by educating and consultations, reinforce the significant contribution pain management nurses have as valued team members in times of crisis.

Virtual pedagogical strategies and HESI student outcomes in response to COVID-19.

BACKGROUND: To maintain curricular integrity in response to COVID-19, nurse educators are increasingly required to transition from traditional (face-to-face) to virtual pedagogy. OBJECTIVES: The purpose of this analysis was to compare the HESI scores based on a traditional pedagogy with the HESI scores following implementation of virtual pedagogy during Spring 2020. METHODS: Student (n = 115; 81% female; mean age = 25.71 years) HESI scores were compared after each eight-week session using the Mann Whitney U test, permutation test and Wilcoxon rank test. Logistic regression was used to identify students achieving at least 850. Chi-square test was used to determine the relationship between pedagogy and students meeting 850 HESI scores. Fall 2019 Exit HESI scores were also compared with Spring 2020 Exit HESI scores. RESULTS: Students from diverse backgrounds (53.9% White; 27.8% Hispanic; 10.4% Asian; 5.2% Black; 1% Unknown) increased (p = 0.022) MHESI scores following virtual pedagogy in Fundamentals, although no difference was found in Maternity (p = 0.311), Psychiatric (p = 0.129) or Medical Surgical Nursing (p = 0.692). Wilcoxon rank test revealed significant differences in MHESI scores in same cohort of students between traditional (Psychiatric) and virtual strategies (Medical-Surgical) (p < 0.01); and traditional (Medical-Surgical) and virtual (Psychiatric) strategies (p = 0.023). White students' MHESI scores were higher than Asian students', as revealed by Logistic regression with no differences based on gender. Spring 2020 and Fall 2019 Exit HESI scores were comparable (p = 0.499). Chi-square analysis revealed no relationship between pedagogy and achieving at least 850 on HESI (χ2 = 0.027, p = 0.871). CONCLUSIONS: Based on the exit HESI scores, virtual pedagogy was as effective as traditional pedagogy for maintaining student competency in a community college associate degree nursing program. Future analyses of the effectiveness of virtual pedagogy in meeting curricular outcomes is warranted, regardless of exit degree option.