Faculty perspectives on transitioning public health nursing clinical to virtual in response to COVID‐19

Bejster, Mallory; Cygan, Heide; Burnett, Glenda Morris; Smith, Diane Y; Walker, Mary Brown; Friese, Tanya R.

doi:10.1111/phn.12929

Cited by 13 publications

(20 citation statements)

References 13 publications

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“…However, once this course transitioned to the remote environment, faculty set up virtual workspaces for students, allowing them flexibility in how they met as a group to prepare for the presentation. Flexibility has been identified as a facilitator of learning during the pandemic (Bejster et al, 2021; de Tantillo & Christopher, 2020; Goni‐Fuste et al, 2021). Further, de Tantillo & Christopher (2020) noted facilitation of group work during the pandemic to be especially important as it can increase camaraderie during periods of social isolation.…”

Section: Discussionmentioning

confidence: 99%

“…Public health nurses are leading mobile strike teams to investigate and contain the spread of COVID‐19, interpreting guidance from the Centers for Disease Control and Prevention to best serve underserved populations, and delivering patient‐specific education on infection control measures such as isolation and quarantine (Edmonds et al, 2020). At the same time, public health nursing faculty swiftly implemented teaching strategies to maintain student, faculty, staff and patient safety while continuing to prepare future nurses to enter the workforce (Bejster et al., 2021; Dewart et al., 2020; Morin, 2020; Tomietto et al., 2020).…”

Section: Introductionmentioning

confidence: 99%

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Impact of COVID‐19 on public health nursing student learning outcomes

Cygan

Bejster

Tribbia

et al. 2021

Public Health Nursing

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Background The COVID‐19 pandemic has highlighted the importance of a strong, effective public health nursing workforce while also requiring public health nursing faculty to adapt teaching strategies as courses transitioned online. It is essential to understand how the pandemic‐enforced transition from face‐to‐face to remote learning impacts student outcomes. The purpose of this paper is to compare student learning outcomes in a pre‐licensure public health nursing course before, during, and after the transition to remote learning. Methods Descriptive statistics were computed for assignments, exams, and final course grades for three terms (Fall 2019, Spring 2020 and Fall 2020). Results Analysis showed statistically significant differences between terms for assignments and exams but not the final course grade. However, these differences were driven by small standard deviations rather than differences between mean scores demonstrating that there was actual little difference in student learning outcomes across terms. Conclusions Authors suggest strategies to support consistent academic outcomes and future research needed understand student learning outcomes during the pandemic; ultimately building the public health nursing workforce necessary to address the current and future public health crises.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Impact of COVID‐19 on public health nursing student learning outcomes

Cygan

Bejster

Tribbia

et al. 2021

Public Health Nursing

Self Cite

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“…Bejester et al. (2021) provide evidence of the successful transition to virtual clinical learning online during the pandemic. Gresh et al.…”

Section: Lesson's Learned From Covid‐19mentioning

confidence: 99%

“…Norman and Meszaros (2021) share how rethinking and redoing placements with government and corporate agencies, using blended learning (face‐to ‐face virtual, self directed and directed learning), and multidisciplinary working teams, have been paramount in enabling students to maintain effective clinical learning during the pandemic. The need for a supportive learning environment for students and faculty, faculty team work, opportunities for discussing creative strategies, and the sharing of innovative ideas amongst faculty were highlighted as being significant to the success of structural transformation in PHN education by Bejster et al (2021), Gresh et al (2021), and Norman et al (2021).…”

Section: Lesson's Learned From Covid‐19mentioning

confidence: 99%

Public health in undergraduate nursing education and workforce readiness

Schofield

Chircop

Filice

et al. 2022

Public Health Nursing

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Student engagement with the community is a cornerstone of undergraduate nursing education in Canada. Working with community from perspectives of social justice, health equity, advocacy, and political action are essential for workforce readiness. We suggest that the erosion of public health theory and clinical courses in baccalaureate nursing programs undermines the potential capability of nurses to address the intersectionality of the social determinants of health. The impact of the COVID‐19 pandemic on populations further demonstrates inequities, particularly among marginalized populations. Public health nursing education supports students’ understanding about the health impacts of social injustice, how systemic racism is embedded in colonial and Eurocentric structures, and practices of superiority and privileges.We, as a national group of public health nursing educators, set out to investigate how existing guidelines and competencies support public health in undergraduate education across Canada. Results from a national questionnaire of educators, and of PHN leaders on new graduate practice readiness are presented. Questionnaire responses confirm an erosion of PHN theory and practice in baccalaureate nursing education (BNE) curricula. The results of the questionnaires combined with evidence of PHN since the global pandemic provide educators and practitioners more insight to inform future directions to respond to workforce readiness.

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“…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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Faculty perspectives on transitioning public health nursing clinical to virtual in response to COVID‐19

Cited by 13 publications

References 13 publications

Impact of COVID‐19 on public health nursing student learning outcomes

Impact of COVID‐19 on public health nursing student learning outcomes

Public health in undergraduate nursing education and workforce readiness

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

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