Managing the unexpected: Stressors and solutions for challenges experienced by RN-BSN students during an unprecedented global pandemic

Hrelic, Debra A.; Anderson, Jane G.

doi:10.1016/j.profnurs.2022.02.009

Cited by 4 publications

(2 citation statements)

References 19 publications

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“…It has particularly affected people working in healthcare fields (Chan et al, 2021; Lou et al, 2022; Robinson, 2020). Already busy health professionals found themselves with increased workloads, longer hours, and extra shifts due to overcrowded hospitals and staffing shortages (Hrelic & Anderson, 2022; Lou et al, 2022; Shigemura et al, 2021; Singaram & Sofika, 2022). Nurses and their families felt the strain of COVID-19 as they navigated issues such as lack of childcare, school closures due to quarantine restrictions, conflicts in family responsibilities and professional obligations, and potential financial strain (Chan et al, 2021; White & Ruth-Sahd, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Education shifted dramatically, with classrooms flipping from in-person to online in a brief period of time (Bdair, 2021; Hrelic & Anderson, 2022; Oducado & Estoque, 2021; Smith et al, 2021). Nurses who were pursuing advanced education during the time of the COVID-19 pandemic had to balance increased workload, family responsibilities, and academic expectations (Bdair, 2021; White & Ruth-Sahd, 2020).…”

Section: Introductionmentioning

confidence: 99%

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COVID-19 and Collective Transformation: Changes in Online Nursing Faculty Pedagogical Practices

Christoffers,

Bano,

Gorz

2023

Journal of Transformative Education

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Our study explored the experiences of fully online nursing faculty during COVID-19. Using Mezirow’s transformative learning theory and Hoggan’s typology as our framework, we engaged in qualitative hermeneutic phenomenology, interviewing 10 online nursing faculty members to learn about their experiences teaching online during the pandemic. Results from our findings suggest COVID-19 was a collective disorienting dilemma. While working through this disorienting dilemma, faculty discovered the importance of both collaboration and professional development in the sense-making process. Furthermore, faculty pedagogical practices transformed as flexibility and compassion emerged as a necessary part of supporting students during the pandemic.

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