The experience of baccalaureate clinical nursing faculty transitioning to emergency remote clinical teaching during the COVID-19 pandemic: Lessons for the future.
Nurse Educ Today
; 111: 105309, 2022 Apr.
Article
in English
| MEDLINE | ID: covidwho-1703653
ABSTRACT
BACKGROUND:
Experiential clinical learning in undergraduate nursing education allows for fusion of nursing knowledge with practice to ensure the development of competent graduate nurses. The global COVID-19 pandemic necessitated an abrupt transition from in-person clinical educational experiences to emergency remote clinical teaching.OBJECTIVES:
The purpose of this study was to describe the experiences of baccalaureate nursing clinical faculty who transitioned from in-person clinical to emergency remote clinical teaching during the COVID-19 pandemic in spring 2020.DESIGN:
A qualitative descriptive design was used.SETTING:
The study took place in the United States.PARTICIPANTS:
Nineteen baccalaureate nursing clinical faculty participated in the study.METHODS:
Participants engaged in semi-structured, in-depth, online interviews.RESULTS:
Five themes emerged from the data transition, collaboration and support, the joy of teaching, authentic professional experience, and the overarching primary theme, stress of the moment.CONCLUSIONS:
The transition to emergency remote clinical teaching during the COVID-19 pandemic caused stress and anxiety. However, there were important lessons learned about how to best support students and faculty while providing a robust online learning experience. Understanding the experiences of clinical nursing faculty during this abrupt transition can support recommendations for best practices in the future.Keywords
Full text:
Available
Collection:
International databases
Database:
MEDLINE
Main subject:
Students, Nursing
/
Education, Nursing, Baccalaureate
/
COVID-19
Type of study:
Prognostic study
/
Qualitative research
Limits:
Humans
Country/Region as subject:
North America
Language:
English
Journal:
Nurse Educ Today
Journal subject:
Education
/
Nursing
Year:
2022
Document Type:
Article
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