An Exploratory-Descriptive Study on the Impact of COVID-19 on Teaching and Learning: The Experiences of Student Nurses in the Rural-Based Historically Disadvantaged University of South Africa.

Covid-19 has disrupted normal working conditions as people were not allowed to assemble in one place. There is a limit that is placed on the number of people congregating in public areas, and these measures also affect the education system worldwide. The purpose of the study was to explore nursing students' experiences in a historically disadvantaged rural-based university on the impact of Covid-19 on teaching and learning. The study employed an exploratory-descriptive qualitative design among nursing students who were purposively sampled to participate in the study. A qualitative self-administered open-ended online google form was used to collect data. Thematic analysis was employed for this study. All ethical measures were respected during this study. Interviews were conducted with 68 participants, including 12 undergraduate second-year students, 7 third-year students, and 49 fourth-year students. A total of 51 females and 17 males participated in this study. The study yielded several themes, including participants' expression of their experiences related to teaching and learning during the national lockdown, participants' views on the impact of COVID-19 on teaching and learning/research, and Participants suggested sustainable strategies to promote teaching and learning during the national lockdown. In conclusion, the role of preceptors in all clinical areas should be strengthened to improve clinical teaching and learning. The researchers recommend strengthening collaboration among university lecturers for sharing ideas and finding innovative solutions appropriate for handling any pandemic that threatens teaching and learning processes.

Unexpected Learning Opportunities for Nursing Students.

ABSTRACT: Restrictions on groups and public gatherings during the COVID-19 pandemic have limited in-person learning experiences for nursing students. But the crisis has also led to unanticipated opportunities. In this article, we describe how participation in vaccination clinics at our university offered students occasions for experiential learning that aren't normally part of nursing education. Volunteering at these clinics allowed our students to practice important skills while participating in efforts to help mitigate the spread of the virus.

Opportunities in Chaos: Leveraging Innovation to Create a New Reality in Nursing Education.

The impact of the global coronavirus disease-2019 (COVID-19) pandemic has triggered changes in nursing education at a pace not previously experienced in academia. Academic nursing leaders have been faced with challenges of balancing the impact of the pandemic responses in the face-to-face classroom, laboratory, and clinical learning, ensuring the safety of the college community, and supporting alternative educational delivery formats with assurance that desired learning outcomes and demanded professional competencies are attained. The challenge faced by these leaders is unprecedented. However, there is opportunity in crisis for leaders. This article details how the leadership at one institution leveraged transformational change theory to support faculty, staff, and students during this time of rapid change. Additionally, the article discusses the use of transformational change theory and the ongoing institutional commitment to meeting curricular goals and objectives while maintaining a commitment to being student focused.