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) M HESI 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 M HESI 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' M HESI 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 (χ 2 = 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.

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Introduction: Physical activity (PA) prevents diabetes-associated complications. Little is known about what constitutes effective PA interventions to mitigate diabetes. Identifying PA metrics associated with the efficacy of PA interventions will provide insight into devising strategies to treat diabetes. Purpose:The aim of this study was to analyze the relationships between preclinical and postclinical variables from a 10-week intervention designed to increase PA in adults with diabetes. Methods: A secondary analysis was performed to evaluate data using Wilcoxon rank sum test, permutation test and Spearman correlation to analyze hemoglobin A 1c (HbA 1c ), weight, and PA metrics (maximum steps per episode, cadence, daily steps, and 6-minute walk). Results: Poststudy HbA 1c level was associated with maximum steps (r = −0.63, P = .03) and 6-minute walk (r = −0.50, P = .09). Baseline weight was associated with average cadence (r = −0.76, P = .007), and poststudy weight was associated with average cadence (r = −0.60, P = .041) and maximum steps (r = −0.62, P = .03). Conclusions: Cadence and maximum steps per episode reflect PA intensity and were associated with HbA 1c and weight in adults with diabetes.