Coordinating Clinical Rotations During the Novel Corona Virus 2 Pandemic

Callender, Lynelle F.; Johnson, Arlene LuValle; Clark, Jennifer; Osa, Ada Terrero de la

doi:10.3928/01484834-20210616-06

Cited by 5 publications

(6 citation statements)

References 4 publications

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“…One of the included articles, Banjo-Ogunnowo and Chisholm (2022) [ 18 ], mention as a strategy the use of a virtual platform—the i-Human platform was widely used to assess case scenarios, including patient history, physical assessment, defining nursing diagnoses, and prioritizing interventions [ 18 , 29 ], although other virtual platforms were used by universities [ 30 , 31 ].…”

Section: Resultsmentioning

confidence: 99%

Changes in Clinical Training for Nursing Students during the COVID-19 Pandemic: A Scoping Review

et al. 2023

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(1) Background: The COVID-19 pandemic has cost social, economic, cultural, and educational life, distressing nursing training and practice. This study aimed to map the literature on changes in clinical training for nursing students during the COVID-19 pandemic. (2) Methods: A scoping review was conducted according to JBI methodology’s latest guidance. A set of relevant electronic databases and grey literature was searched to report results published in English, Spanish, and Portuguese. (3) Results: A total of 12 studies were included in the study, addressing changes in clinical training in undergraduate nursing students due to COVID-19 pandemic activity, published between 2020 and 2022. (4) Conclusions: Nursing schools made an effort to replace traditional clinical training with several activities, primarily based on simulation or virtual activities. However, contact with others is essential, and simulation programs or scenarios cannot provide it.

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Section: Resultsmentioning

confidence: 99%

Changes in Clinical Training for Nursing Students during the COVID-19 Pandemic: A Scoping Review

et al. 2023

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“…Concentrations that are more academia-based, such as nursing education and DNP, favored completing nonsimulation activities for their alternative hours. Another, recently published article describes issues encountered by family NP students during the pandemic and strategies to attain clinical hours including the use of telehealth and virtual case studies developed by faculty and purchased from Aquifer (Callender et al, 2021). The present project compared the use of 15 alternative clinical hour strategies offered to 569 graduate nursing students in the Masters and DNP programs across five concentrations.…”

Section: Discussionmentioning

confidence: 99%

Pandemic response: The identification of alternative clinical hours to ensure advanced practice nursing students meet program requirements

Bricker

Canale

Hay

et al. 2022

J Am Assoc Nurse Pract

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The coronavirus (COVID-19) pandemic resulted in the abrupt withdrawal of clinical sites for advanced practice nursing students which worsened an already challenging placement process. Few studies to date have analyzed the use of alternative clinical practice experiences used to facilitate the completion of program requirements by advanced practice nursing students beyond direct hour requirements. The faculty team from one university decided to track and analyze their use of alternative clinical practice experiences for advanced practice nursing students actively enrolled during the first semester of the pandemic. The team collated student alternative hour entries within the clinical courses for review and statistical analysis. Data included input from advanced practice nursing students in family, pediatric primary care, adult gerontology primary care, adult gerontology acute care nurse practitioner concentrations, and nursing education, doctor of nursing practice, and nurse anesthesia programs. A total of 569 advanced practice nursing students participated in 15 distinct alternative clinical activities. There was a significant effect of students' program concentration on total number of virtual case study hours logged, F(6, 562) = 9.45, p < .0001, and a significant effect of students' program concentration on total number of continuing education hours logged, F(6, 562) = 7.79, p < .0001. Results can inform the use of concentration-specific alternative activities for advanced practice nursing students to address gaps in clinical experiences.

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Section: Telehealth Technology To Create Alternative Clinical Spaces ...mentioning

confidence: 99%

“…Six papers described the virtual delivery of synchronous and asynchronous case studies in place of clinical hours to postgraduate (Callender et al, 2021) and undergraduate (n=5) students. The synchronous delivery of case studies offered a realistic clinical setting (Callender et al, 2021) and the opportunity to examine determinants of health without direct contact with the communities (Bejster et al, 2021). For example, Tracy and McPherson (2020) used synchronous virtual technologies to deliver an unfolding case study that included the COVID-19 pandemic and applied real-life situations to students' current clinical placements.…”

Section: Telehealth Technology To Create Alternative Clinical Spaces ...mentioning

confidence: 99%

Innovations in Nursing Education in Response to the COVID-19 Pandemic: A Scoping Review

Amankwaa

Boateng

Quansah

et al. 2022

Nursing Praxis in Aotearoa New Zealand

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The novel coronavirus disease (COVID-19) has transformed the delivery of nursing education. This scoping review identified innovative improvements or changes in nursing education developed by nursing faculty in response to the COVID-19 pandemic globally. This is a scoping review using Arksey and O’Malley framework, refined by Joanna Briggs Institute. Three electronic databases were searched to identify studies published between December 2019 and December 2021, irrespective of design. Guided by the Preferred Reporting Items for Systematic Reviews and Meta-analysis Statement for Scoping Reviews (PRISMA-ScR) guidelines. Two reviewers independently assessed the eligibility of the studies, and multiple reviewers extracted the studies. Two reviewers crosschecked 10% of the extracted data to ensure accuracy and consistency. We grouped and described conceptual categories narratively. Of the 1339 retrieved papers, 111 met eligibility criteria. Most studies were from North America (69; 62.2%) and involved undergraduate nursing students (80; 72.1%). Many studies (61; 55.0%) were letters, commentaries, and editorials that offered short communications on ongoing innovative interventions. Reported nursing education innovations included online or virtual alternatives to face-to-face delivery (68; 61.3%), online or virtual alternatives to clinical placement (39; 35.1%) and faculty development (4; 3.4%). Reported outcomes included students’ satisfaction and intervention experiences. The reported innovations were crucial in mitigating the challenges posed by the COVID-19 pandemic for nursing education. Nurse educators are presented with a unique opportunity to embrace and build on the emerging pedagogies even after the global emergency. Further research must focus on 1) understanding the sustainability and enduring effects of the identified innovations in the post-pandemic period; 2) supporting students and faculty with new learning platforms, and 3) the long-term impacts of the COVID-19 pandemic on undergraduate and postgraduate nursing education. TE REO MĀORI TRANSLATION Ngā auahatanga i te ao mātauranga tapuhi hei urupare ki te Mate Urutā o COVID-19: He Arotake Hōkai Ngā Ariā Matua Nā te Mate Urutā o COVID-19 i whakaumu te horanga mātauranga tapuhi. Nā tēnei arotake hōkai i tautohu ētahi whakapikinga auaha, panonitanga hoki i roto i te mātauranga tapuhi, o ētahi whare whakaako tapuhi, hei urupare ki te mate urutā COVID-19 huri noa i te ao. He arotake hōkai tēnei i whakamahi i te anga a Arksey rāua ko O’Malley, he mea whakamahine e Joanna Briggs Institute. E toru ngā pātengi raraunga hiko i rapua hei tautohu i ngā pukapuka i whakaputaina i waenga i Tīhema 2019 me Tīhema 2021, ahakoa pēhea te hoahoa. Nā ngā aratohu Preferred Reporting Items for Systematic Reviews me Meta-analysis Statement for Scoping Reviews (PRISMA-ScR) ngā mahi i ārahi, ā, i riro nā ētahi kaiarotake tokorua i aromatawai takitahi te āheinga o te pukapuka, ā, he maha ngā kaiarotake nāna i kounu ngā raraunga. Tokorua ngā kaiarotake i āta titiro i tētahi 10% o ngā raraunga i kounutia, kia mōhio pū ai he tika, he hangarite hoki. I whakarōpūtia, i whakamāramatia hoki e mātou ngā kāwai ariā hei pūrākau. O ngā pepa 1339 i tīkina ake, i tutuki ngā paearu āheinga i ngā mea 111. Ko te nuinga o ngā puka nō Amerika ki te Raki (69; 62.2%) ā, he ākonga tapuhi paetahi ngā mea i roto (80; 72.1%). He tini ngā reta, ngā tākinga kōrero, ngā tuhinga ētita hoki i roto (63; 57.0%) i kitea ai ētahi whakapuaki pono mō ngā whakahoutanga auaha. Ko ētahi o ngā auahtanga mātauranga tapuhi i roto ko ngā ara hou i te ao tuihono, mariko rānei, hei whakakapi mō te horanga mātauranga ā-kanohi (68; 61.3%); ngā ara hou i te ao tuihono, mariko rānei, mō te whakanohonga ki ngā mahi tiaki tūroro (39; 35.1%); me te whakawhanaketanga kura whakaako (4; 3.4%). I kitea i roto i ngā putanga i pūrongotia ko te harikoa ākonga, me ngā wheako whakahoutanga. He mea taketake ngā whakahoutanga i pūrongotia hei whakaheke i ngā wero i ara ake i roto i te mate urutā COVID-19, mō te mātauranga tapuhi. Kua homai tētahi whāinga wāhi taketake ki ngā kaiako tapuhi kia awhi, kia waihanga hoki i ngā akoranga hou, ahakoa i muri i te whawhati nui i pā ki te ao. Me aro nui ētahi atu rangahau ki te 1) māramatanga ki te toitū, me ngā pānga haere tonu o ngā auahatanga i tautohutia i te wā i muri i te mate urutā; 2) te tautoko i ngā ākonga me te kura whakaako ki te hāpai i ngā pūhara ako hou; me 3) ngā pānga wā roa o te mate urutā COVID-19 ki ngā mātauranga tapuhi paetahi, paerua hoki. Ngā kupu matua: COVID-19; auahatanga; mātauranga tapuhi; mate urutā; arotake hōkai; ngā hangarau

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Coordinating Clinical Rotations During the Novel Corona Virus 2 Pandemic

Cited by 5 publications

References 4 publications

Changes in Clinical Training for Nursing Students during the COVID-19 Pandemic: A Scoping Review

Changes in Clinical Training for Nursing Students during the COVID-19 Pandemic: A Scoping Review

Pandemic response: The identification of alternative clinical hours to ensure advanced practice nursing students meet program requirements

Innovations in Nursing Education in Response to the COVID-19 Pandemic: A Scoping Review

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