Recommendations for online learning challenges in nursing education during the COVID-19 pandemic

Abstract

Background: Nursing education institutions have had to change from face-to-face to online learning because of the coronavirus disease 2019 (COVID-19) pandemic. The online learning mode, however, had several challenges.Objectives: To explore and describe recommendations made to address the online learning challenges in nursing education during the COVID-19 pandemic.Method: This study adopted a narrative literature review to achieve its objectives. The search for the relevant literature used Google Scholar, ScienceDirect, African Journal (previously SAePublications), EBSCOhost, EBSCO Discovery Service and Scopus databases.Results: There were four findings identified from the literature search: provision of adequate resources, monitoring of academic dishonesty, provision of technical support and revision of the curriculum.Conclusion: More work in nursing education is necessary to address the challenges of adopting online learning during and after the COVID-19 pandemic. To meet the issues of online learning in nursing education, thorough preparations and safeguards are necessary.Contribution: The outcomes of this study will benefit nursing education by incorporating recommendations from many studies to overcome online learning issues in nursing education during the COVID-19 pandemic.

COVID-19 and nurse faculty caring: A meta-synthesis

“…In addition to their work-life imbalance, the nurse faculty faced resource constraints. Molato and Seholaro [ 57 ] assert that institutions of higher learning should be adequately equipped with essential resources, such as electronic devices, internet connectivity, and data access, to effectively utilize online learning modalities. Moreover, constant changes added to the faculty's stress as they adjusted to online learning.…”

Adaptación de la educación en enfermería a la modalidad en línea e híbrida durante la pandemia de COVID-19

“…La videoconferencia ha permitido la comunicación en tiempo real entre los estudiantes y el personal docente (Molato & Sehularo, 2022), y las plataformas de gestión del aprendizaje han proporcionado una plataforma centralizada para la gestión del contenido de aprendizaje, la entrega y la evaluación del aprendizaje (Zhang et al, 2023). La tecnología de simulación ha permitido la práctica de habilidades clínicas en un entorno controlado y seguro (Cant & Cooper, 2010), mientras que la realidad virtual ha permitido a los estudiantes practicar habilidades clínicas en un entorno virtual y realista (Hamad & Jia, 2022).…”

“…Los estudiantes informaron que la falta de interacción social, la falta de práctica clínica y la dificultad para mantenerse motivados fueron los mayores desafíos. Molato & Sehularo (2022) Cuestionario en línea Los estudiantes informaron que la falta de interacción social, la falta de práctica clínica y la falta de acceso a los recursos fueron los mayores desafíos.…”

A systematic review of the implications for teaching, learning and assessment at South African universities after the Covid-19 pandemic

“…Online learning was the only way to continue TLA (Feldman, 2020;Valler & Bruce, 2020), enhance preparedness through integration of digital technologies as standard practice (Knoetze & Toit, 2022;Wolhuter & Jacobs, 2021), transform infrastructure and develop technological tools for T, L & A (Kativhu, 2021;Mdiniso et al, 2022), increased reliance on stable internet access (Makhoba & Reddy, 2022), prioritize technology-related professional development (Shaik, 2022;Naidoo et al, 2022), enhance digital capital for lecturers and students (Bekker, & Carrim, 2021;Oluwatimilehin, 2021), redesign curriculum for the delivery of both theoretical and practical components online (Molato & Sehularo, 2022), and more time spent on LMS for TLA (Gamede, Ajani & Afolabi, 2022;Joseph et al, 2022).…”