Nursing education in the pandemic: A cross-sectional international study

Kalanlar, Bilge

doi:10.1016/j.nedt.2021.105213

Cited by 29 publications

(37 citation statements)

References 27 publications

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“…The sudden, widespread emergence of coronavirus disease-2019 (COVID-19) caused significant disruptions in nursing education worldwide. The COVID-19 pandemic created massive shutdowns in Spring 2020, which drastically changed instructional delivery in prelicensure nursing programs ( Kalanlar, 2022 ; Zerwic et al, 2021 ). Traditional face-to-face classes, laboratory and simulation instruction, and clinical experiences were mostly offered via online learning environments from Spring 2020 to Spring 2021.…”

Section: Introductionmentioning

confidence: 99%

“…Traditional face-to-face classes, laboratory and simulation instruction, and clinical experiences were mostly offered via online learning environments from Spring 2020 to Spring 2021. Most notably, there was a significant reduction in clinical learning hours because many healthcare facilities restricted clinical experiences of nursing students ( Kalanlar, 2022 ; Zerwic et al, 2021 ). The ongoing nature of the pandemic has continued to disrupt nursing education ( National Council of State Boards of Nursing, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

“…Even if the pandemic follows a positive trajectory, the pandemic-related educational changes and increased student stress that occurred appear to be resulting in ongoing student disengagement, and faculty from all areas of higher education report having to implement strategies to help students engage and learn ( McMurtrie, 2022 ). It is also likely that some of the pandemic-related changes in nurse education will remain in place post-pandemic ( Kalanlar, 2022 ), and understanding how these changes may impact the transition needs of future new nurses is important. Therefore, the aim of this study was to explore nurse faculty perceptions of the pandemic's impact on new nurses' practice preparedness, and recommendations for promoting effective transition to professional practice.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Faculty perceptions of the impact of the COVID-19 pandemic on new graduate nurses' transition to practice: A qualitative study

Powers

Pate

Montegrico

et al. 2022

Journal of Professional Nursing

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Faculty perceptions of the impact of the COVID-19 pandemic on new graduate nurses' transition to practice: A qualitative study

Powers

Pate

Montegrico

et al. 2022

Journal of Professional Nursing

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“…Em 2020, a COVID-19 foi reconhecida como pandemia pela OMS (WHO, 2022) e alterou a vida de todos nós e a organização de várias áreas da sociedade, nomeadamente a educação e a saúde (Kalanlar, 2022). Estas são duas áreas que se cruzam quando pensamos no EC dos estudantes de enfermagem.…”

Section: Introductionunclassified

Clinical judgment of nursing students in clinical education: A look during a time of pandemic

Marques¹,

Pinheiro²,

Alves³

et al. 2022

New Trends in Qualitative Research

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Introduction: Learning clinical judgment in initial nursing training is essential for nursing practice. Clinical judgment integrates previous clinical experiences, knowledge and skills development from multiple learning modalities. As a clinical context with varied situations, clinical teaching provides opportunities for the development of clinical judgment that is indispensable for decision-making in the care process. The pandemic lead to changes in nursing education, among them, the limitation of students' access to clinical teaching places. Likely causing some interference in the learning of clinical judgment. Goals: To describe the importance of learning clinical judgment in clinical teaching and to identify the factors that interfere with this learning, during a pandemic. Methods: A qualitative, exploratory, and descriptive study, whose data collection strategy was an online focus group with 6 students in the last clinical teaching of the Degree in Nursing. Data analysis was performed by content analysis according to Bardin using webQDA® software. Results: The “Essence for Action” category, with 15 registration units, emerged as the most valued in the “Contributions of Clinical Judgment Learning to Clinical Teaching” dimension. The category “Learning Environments”, with 23 recording units, was the most valued in the “Factors that Interfere with Clinical Judgment Learning” dimension. Conclusions: Clinical judgment is considered by nursing student as fundamental for individualized nursing intervention. It appears that the context in which the student's clinical experience took place had a great impact on the learning of clinical judgment, with the pandemic being considered a challenging factor in the context of learning.

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“…Many educational institutions took preventive measures such as suspending in-person classes and campus shutdowns. Kalanlar (2022) conducted an online survey of 30 nursing educators working at nursing schools listed in the world's top 60. She reported that the structure of remote education varied widely by country and that issues requiring attention, from educators and students, were diverse.…”

mentioning

confidence: 99%

Support nursing researchers' need from academic societies duringCOVID‐19: A cross‐sectional survey

Nagata

Tanaka

Takahashi

et al. 2022

Nursing & Health Sciences

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The activities of nursing researchers have been constrained by the COVID‐19 pandemic. Therefore, this study aimed to investigate the types of support and related factors that nursing researchers hope to receive from academic societies during the pandemic, and to obtain suggestions for the role of academic societies in supporting nursing researchers and expanding research. An online survey was conducted with 1,532 Japan Academy of Nursing Science members. The survey included 19 items of potential support from the society during the COVID‐19 pandemic as well as open‐ended questions. Data were analyzed statistically and qualitatively. For 9 of the 19 items, over 50% of respondents reported that they “needed” or “very much needed” support. Multivariate analysis results showed that younger respondents and those with family members requiring care were significantly more likely to report needs for some items. In the open‐ended comments, there were several suggestions for activities, including “Lobbying for revision of regulations on research implementation.” Nursing researchers expressed needs for support that reflect their demographic characteristics and situations, including collaboration across organizations and securing research‐promotion and skill‐development opportunities online.

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Nursing education in the pandemic: A cross-sectional international study

Cited by 29 publications

References 27 publications

Faculty perceptions of the impact of the COVID-19 pandemic on new graduate nurses' transition to practice: A qualitative study

Faculty perceptions of the impact of the COVID-19 pandemic on new graduate nurses' transition to practice: A qualitative study

Clinical judgment of nursing students in clinical education: A look during a time of pandemic

Support nursing researchers' need from academic societies duringCOVID‐19: A cross‐sectional survey

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