Navigating nursing curriculum change during COVID-19 pandemic: A systematic review and meta-synthesis

Shorey, Shefaly; Pereira, Travis Lanz‐Brian; Teo, Wei Zhou; Ang, Emily; Lau, Tang Ching; Samarasekera, Dujeepa D.

doi:10.1016/j.nepr.2022.103483

Cited by 24 publications

(19 citation statements)

References 77 publications

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“…In addition, students experienced significant changes in the nursing curriculum due to online theoretical courses and restrictions during clinical practice. In the latest systematic review and meta‐synthesis (Shorey et al, 2022 ), it was confirmed that nursing undergraduates experienced many sudden and extreme changes during remote and online education, and they had to rapidly adapt and accept them. Moreover, key clinical skills and competencies were perceived to be less developed (Shorey et al, 2022 ) as continuity of learning was interrupted due to difficulties with visualizing, understanding and linking theoretical knowledge to practice.…”

Section: Discussionmentioning

confidence: 99%

Self‐assessed competence of final‐year nursing students

et al. 2023

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Aim To examine the overall level of self‐assessed competence of final‐year nursing ‘bachelors’ degree students in the Czech Republic. In addition, the study aimed at the factors associated with the students' level of competence. Design A cross‐sectional observational study. Methods Data were collected with the Czech version of the Nurse Competence Scale from 274 final‐year nursing students of the bachelor's nursing program. Data were analysed using descriptive statistics and multiple regression analyses. Results Majority of the students (80.3%) assessed their level of competence as good or very good. The highest level of competence was assessed in the category of ‘managing situations’ (VAS mean 67.8) and ‘work role’ (VAS mean 67.2). Previous work experience in healthcare and successful supervisory experience had a positive association with self‐assessed competence. Students who completed clinical placement during the COVID‐19 pandemic assessed their level of competence as lower than students before the pandemic. No Patient or Public Contribution.

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Section: Discussionmentioning

confidence: 99%

Self‐assessed competence of final‐year nursing students

et al. 2023

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“…The silver lining, however, was that several new curricular designs, teaching-learning and assessment modalities were developed due to the sheer necessity. The faculty members and students were forced to adapt and adopt these new measures, mostly online systems and processes, to continue the training and provide that much needed support to the healthcare services (Shorey et al, 2022). This became critical when it was apparent that the pandemic would continue for several years.…”

Section: Emerging Stronger Post Pandemic: Medical and Health Professi...mentioning

confidence: 99%

Emerging stronger post pandemic: Medical and Health Professional Education

Samarasekera

2023

TAPS

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matrixes in place at present in health professional training institutions. Aligned to the performance evaluations, there needs to be supportive schemes to incentivise and reward faculty members who contributed to enhance the learning environment for students and residents.Medical education is very much context-based and situation-focused. What worked in one setting may not be appropriate in another learning context. The leadership, planners, and educators must be aware of this and carefully design and incorporate innovations and new approaches to learning that have worked in another setting to one's own. This is especially true when one is incorporating technology-enhanced learning activities such as simulation based or remote distance online learning formats. Finally, the quality improvement and quality assurance processes in health professions education must be aligned to the local context needs. These standards, however, should be benchmarked to internationally accepted best practices, but situated very much on the local needs and promoting impactful changes to student learning environments (Samarasekera & Gwee, 2021).A quick literature search at present will demonstrate large number of innovations and changes that were incorporated to medical and health professional training curricula over the pandemic period (Ng et al., 2021). It is an opportune time now to focus on developing these changes, based on best evidence practices., The impact of these changes need to be subsequently evaluated to further enhance student learning. At the end of it all, what is most vital is to provide quality care to our patients by competent, caring, and empathetic health professionals.

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“…Enseñanza basada en problemas: varios estudios señalan que se ha utilizado la enseñanza basada en problemas como una estrategia para fomentar la participación activa de los estudiantes y desarrollar habilidades críticas de pensamiento (Shorey et al, 2022).…”

Section: Descripción Y Análisis De Las Prácticas Pedagógicas Identifi...unclassified

Reflexiones sobre la formación técnica en enfermería bajo condiciones de pandemia: una revisión bibliográfica

Vélez

Bulnes

2023

LATAM

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El presente estudio se enfocó en examinar las prácticas pedagógicas en el proceso formativo del técnico superior en enfermería bajo condiciones de pandemia. Se llevó a cabo una revisión bibliográfica exhaustiva, utilizando bases de datos científicas y libros existentes, en el periodo comprendido entre 2020 y 2022. Los resultados indican que las prácticas pedagógicas más comúnmente implementadas en el contexto actual incluyen el uso de tecnología y plataformas virtuales, la adaptación de los planes de estudio, la enseñanza basada en problemas, la tutoría y apoyo académico, la enseñanza práctica, el aprendizaje colaborativo, el enfoque en la seguridad del paciente, la comunicación efectiva, el enfoque en la resiliencia y el bienestar, y la evaluación formativa. Además, se encontró que estas prácticas pedagógicas se relacionan con competencias técnicas y no técnicas importantes para el técnico superior en enfermería. Se discutieron las ventajas y desventajas de cada práctica, así como las limitaciones y desafíos de su implementación en el contexto actual. Finalmente, se hicieron recomendaciones para futuras investigaciones, incluyendo la necesidad de estudios longitudinales y la evaluación continua de la efectividad de las prácticas pedagógicas. En general, los hallazgos de este estudio destacan la importancia de adaptar y mejorar las prácticas pedagógicas en la enseñanza de enfermería en el contexto actual de pandemia para garantizar una formación efectiva y de alta calidad para los técnicos superiores en enfermería.

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Navigating nursing curriculum change during COVID-19 pandemic: A systematic review and meta-synthesis

Cited by 24 publications

References 77 publications

Self‐assessed competence of final‐year nursing students

Self‐assessed competence of final‐year nursing students

Emerging stronger post pandemic: Medical and Health Professional Education

Reflexiones sobre la formación técnica en enfermería bajo condiciones de pandemia: una revisión bibliográfica

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