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Background: The unexpected COVID-19 pandemic impacted not only students at institutions of higher learning, but also faculty who often made rapid transitions from face-to-face to online or distance learning. Distance learning has been shown to negatively impact college students’ physical activity, screen time, and mental health concerns. Little is known, however, about the transition and impact of the pandemic and distance learning on university faculty. Purpose: The purpose of this study was to examine the impact of the rapid transition from traditional face-to-face teaching methodologies to distance learning on professional quality of life, physical activity, screen time, and anxiety and depression among faculty. Methods: A descriptive survey design with snowball sampling, was used to collect data anonymously, online. An electronic survey was developed to explore professional quality of life, physical activity, screen time, anxiety, and depression. Results: The COVID-19 pandemic and subsequent rapid transition of teaching and learning methodologies impacted not only students, but faculty at institutions of higher learning. Most faculty indicated concerns with their professional quality of life, putting them at moderate risk of burnout. A negative correlation between leisure time and anxiety or depression was found as well as a positive correlation between increased screen time and depression. Conclusion: Increased screen time and decreased physical activity or leisure time may contribute to increased faculty burnout, depression, and anxiety. University administration may need to consider strategies to help faculty cope with transitions to unfamiliar teaching methodologies and self-care behavioral changes to avoid faculty dissatisfaction and disengagement.

There are often misconceptions associated with early mobilization in postoperative spine surgery patients related to initiating mobility and staff responsibilities. Nursing staff and nursing certified technicians are responsible for ambulating patients after lumbar laminectomy surgery, resulting in improvement in clinical outcomes (Rupich et al., 2018). Lack of early mobilization in postoperative lumbar laminectomy patients may result in complications such as hospital-acquired weakness, infection, and increased length of hospital stay (Fiasconaro et al., 2020). The purpose of this quality improvement (QI) project was to increase mobilization at 24 and 48 hours in postoperative lumbar laminectomy patients as evidenced by improved electronic medical record (EMR) documentation. The Plan-Do-Check-Act (PDCA) model was used to frame the project, which took place on a neurological focused care unit in a Midwest tertiary care center. A retrospective chart audit indicated that documentation of mobility in the postoperative lumbar laminectomy patients was lacking. Staff education, using a self-paced module, was initiated related to the benefits of mobility in postoperative lumbar laminectomy patients and the importance of documentation in the EMR. The use of the John Hopkins Highest Level of Mobility scale and 6-clicks scale was discussed. A secondary chart review over 4 weeks posteducation showed results of improved documentation of early mobilized patients. This QI project demonstrated the impact of staff education on promoting mobility and appropriate documentation in the postoperative laminectomy patient. Future retrospective chart reviews will be undertaken to determine the effectiveness of a one-time education workshop on the impact of early ambulation over time.