Assessing the Impact of the COVID-19 Pandemic on Nursing Education: A National Study of Prelicensure RN Programs

Examining the Global Nursing Regulatory Response to the COVID-19 Pandemic

“…Representatives pointed to an increase in both simulation-based experiences (65.0%, n = 13) and virtual simulation (45.0%, n = 9). These adjustments parallel the shift to remote learning from didactic lecture courses and the shift to simulation-based experiences from traditional in-person clinical experiences observed in the United States ( Martin et al, 2023 ; Kaminski-Ozturk & Martin, 2023 ). It is not yet clear how these changes will ultimately impact nurses who received their education during the pandemic ( Monforte-Royo & Fuster, 2020 ).…”

Virtual Clinical Simulation Adoption and Use by Licensed Practical Nurse/Licensed Vocational Nurse Education Programs During the COVID-19 Pandemic

“…To date, none of these approaches have been evaluated in the same rigorous manner as high-fidelity SBE ( Hayden et al, 2014 ). Taken together with related studies on the topic ( Kaminski-Ozturk & Martin, 2023 ; Martin et al, 2023 ), it is clear that there are inconsistent definitions and implementations of VCS, as well as limited clarity as to whether these models are within best practices, resulting in inconsistent learning outcomes. To ensure students achieve consistent learning outcomes, it is imperative to more closely examine how, when, and to what extent VCS is used in prelicensure nursing education ( Kardong-Edgren et al, 2019 ) to support the establishment of evidence-based regulation.…”

Examining the Impact of the COVID-19 Pandemic on Burnout and Stress Among U.S. Nurses

“…Against this backdrop, traditional support and re-supply apparatuses (e.g., LPN/LVNs and new nurse graduates) appear less resilient than they once were. On one hand, prelicensure nursing education programs have faced considerable and somewhat unprecedented disruptions ( Benner, 2020 ; Dewart et al, 2020 ; Innovations in Nursing Education , 2020 ; Kaminski-Ozturk & Martin, 2023 ; Martin et al, 2023 ). This has, in turn, spurred concerns regarding the supply and clinical preparedness of new nurse graduates.…”

“…As a result, many prelicensure nursing programs faced enormous difficulty in securing traditional in-person clinical placements, directly affecting the supply and preparedness of new nurse graduates ( Emory et al, 2021 ; Lanahan et al, 2022 ). In response, most nursing programs shifted their face-to-face lectures to online platforms and their traditional clinical placements to simulation-based and virtual simulation-based experiences ( Benner, 2020 ; Innovations in Nursing Education , 2020 ; Kaminski-Ozturk & Martin, 2023 ; Martin et al, 2023 ). The scope and speed of this pivot presented particular challenges for faculty and administrators in the health professions, as the rapid development and implementation of online and simulated curricula often ran counter to their own academic training ( Booth et al, 2016 ; Seymour-Walsh et al, 2020 ).…”