Effect of COVID-19 Pandemic on the Competencies of Academic Staff of Nursing Faculties Regarding their Use of Online Applications in Teaching / Learning Tasks

Abstract

As a response to COVID-19 pandemic, a growing number of universities across the world have either postponed or canceled all its activities and use distance learning to mitigate loss of learning. The aim of the study was to determine the effect ofCOVID-19 pandemic on the competencies of academic staff of nursing faculties regarding the use of online applications in teaching and learning tasks. Study design: Web-based descriptive study design. Settings: Six faculties of nursing affiliated to six Egyptian governmental Universities were chosen randomly. Subjects: A convenience sample of 457 nursing academic staff working at the previous mentioned settings. Study tool: A structured web-based questionnaire schedule that consisted of three parts. part I: Nursing academic staff" personal data. Part II: Past experience of academic staff regarding their use of online applications for teaching and learning. Part III: Competencies of the academic nursing staff regarding their use of online applications for teaching and learning. Results: before COVID-19 pandemic, only less than two fifths of the studied subjects used the online applications for teaching/learning process. After the pandemic, more than half of them attended committees, workshops or councils via online applications. More than half of the studied staff had low level of competencies in using online applications, and all staff reported their need for more training. Conclusion &recommendations: the highest percentage of academic nursing staff had low competency in dealing with online applications for teaching or learning. So, it was recommended that, universities must ensure supporting instructors in transitioning to online teaching via professional development or training.

Propensity‐matched comparisons of factors negatively affecting research activities during the COVID‐19 pandemic between nursing researchers working in academic and clinical settings in Japan

“…These positions, although relatively new, are widely recognized in other countries, including the United States of America, England, and Sweden (Backman Lönn et al, 2019;Gibbs & Lowton, 2012;International Association of Clinical Research Nurses, 2012). A clinical research nurse usually has a research degree and works in clinical settings as a ward-based registered nurse by arranging collaborative projects, being responsible for aspects of the research process, including research ethics, governance, data acquisition and analysis, and/or manuscript writing (Backman Lönn et al, 2019;Currey et al, 2011;Gibbs & Lowton, 2012;International Association of Clinical Research Nurses, 2012). Currently, there is a similar position in Japan, that is, a clinical research coordinator, which includes various healthcare professionals.…”

The Effect of Instructional Intervention about Competency-Based Nursing Education on academic’s knowledge, planning skills, and their acceptance during COVID Pandemic.

“…Therefore, CBNE faced many challenges, some of those challenges are: 1) academics resistance and unawareness for planning, integrating and implementing of CBNE, 2) the gap between theory and practice for tailoring all nursing subjects according to professional standards and work market needs, 3) shifting of student's clinical procedures to be competencies nature, 4) clinical environment preparations for the settled competencies and 5) COVID-19 risks in the work place and so on. (Blömeke et al, 2013, Essa, et al, 2021, Albanese et al, 2010, Ramos et al, 2020 Nursing students' ie hiers training is ultimately beneficial in the past, nowadays and forever, which is still necessitated. (Blömeke et al, 2013, Essa, et al, 2021, Ramos et al, 2020, Gravina 2017, Wu et al, 2019)Therefore, CBNE is inevitable and beneficial in the crisis situation because the healthcare system needs expert and proficient nursing students with proper attributes and competencies to face any healthcare crisis.…”

“…(Blömeke et al, 2013, Essa, et al, 2021, Albanese et al, 2010, Ramos et al, 2020 Nursing students' ie hiers training is ultimately beneficial in the past, nowadays and forever, which is still necessitated. (Blömeke et al, 2013, Essa, et al, 2021, Ramos et al, 2020, Gravina 2017, Wu et al, 2019)Therefore, CBNE is inevitable and beneficial in the crisis situation because the healthcare system needs expert and proficient nursing students with proper attributes and competencies to face any healthcare crisis. But CBNE should be planned and implemented by trained academics that can plan, operate, manage, and accept it and keep nursing students safe.…”