Nebraska Nurse - May 2021

Page 14 • Nebraska Nurse May, June, July 2021
Covid-19 Pandemic And Effects On Nursing Education
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they engaged were not making them tired when they
were enrolled in online learning. They found it to be
more challenging to wake up early for nursing school
activities that were scheduled early. Nursing students
found challenges in moving from face-to-face learning
activities to synchronous videoconferences, recorded
videos containing course content, and e-learning
platforms for the submission of assignments. Some
nursing students appreciated the interaction with nursing
faculty online and thought it was valuable, allowing
them to ask questions. Recordings of videoconferences
allowed students to review the recorded content as often
as needed. Other students expressed that the duration
of the videoconferences and online instruction was too
long and more cognitively exhausting. Also, the quality
of interactions with nursing faculty was different when
compared to face-to-face learning (Ramos-Morcillo et al.,
2020).
COVID-19 Pandemic Effects on Nursing Faculty
The COVID-19 pandemic presented challenges
that were unexpected and not experienced previously
by the nursing faculty. Related to the disruptions in
universities, academic institutions, and schools of
nursing, faculty are experiencing changes in their
role as they provide education to the next generation
of nurses. Nursing faculty are concerned about
student and patient safety as they deliver nursing
care services, provide healthcare information, and
ensure high-quality healthcare (Park et al., 2020).
In response to the COVID-19 pandemic, there was
an expeditious adoption of the online delivery of
educational methods to ensure that nursing students
met academic requirements on time. Nursing students
experienced delays in clinical placements because
of the rapid changes occurring within the clinical
environment (Hayter & Jackson, 2020; Jackson et al.,
2020). A “shock phase” was experienced. There were
disorientation and confusion with the conversion
of courses that they developed and previously
delivered over long periods. Nursing faculty noted
that the disruption in routines decreased students’
cognitive performance, and the ability to concentrate
and focus. Eventually, faculty noticed that students
were assimilating the new routines, and increasingly
becoming attentive during online classes and seminars.
University information technology support helped
to ensure that online tools were functioning, and
provided nursing faculty with instructions on strategies
for continuing quality learning experiences for nursing
students.
In addition to clinical skill performance, nursing
faculty cultivate nursing students in professionalism,
promoting self-reflection and critical thinking. Clinical
assignments foster nursing clinical reasoning, the
formation of cognitive thoughts, and understanding
of the application of nursing skills to nursing practice.
Specialty coaching and supportive mentoring are being
recognized to be particularly important during the
COVID-19 pandemic (Hayter & Jackson, 2020; Jackson
et al., 2020). Implementing these strategies encourages
nursing students to reflect on life and the changing
environment as they accumulate nursing knowledge
during the COVID-19 pandemic.
Cheng et al. (2020) evaluated an experiential learning
program (ELP) for nursing education in 103 first-year
nursing students. They found significant differences
in self-reflection between the pre- and post-tests,
including in behavior, thoughts, feelings, critical and
analytical thinking, open-mindedness, inquisitiveness,
and reflective thinking, during the COVID-19 pandemic.
Participation in the learning process strengthened
their abilities to reflect and critically think. Under the
guidance of clinical nursing faculty during the delivery of
nursing care, students provided feedback and reflection,
indicating an improvement in self-confidence and
the ability to communicate, think critically, and work
collaboratively with the team.
In another study, Ramos-Morcillo et al. (2020) found
that student clinical practice in nursing education was
most emotionally challenging for students depending
on whether or not the COVID-19 imposed significant
effects on their final clinical experience and limitations in
working with registered nurses and patients during the
last term before graduation. Some students selected the
option to graduate later as they did not feel prepared
for practice and were concerned about the potential
challenges in obtaining employment. Nursing faculty
expressed concerns with internet connectivity, especially
when multiple family members were engaged in remote
learning or working online, limiting students’ ability to
attend online classes, causing interference during exams,
and using devices that were not updated for remote
learning technologies. The presence of children in the
home can be disruptive. Some students who previously
preferred studying in the academic and public libraries
that were closed due to the pandemic, have to stay at
home where learning is not optimal.
Conclusion
While antiviral medications, immune-based therapies,
and preventive measures were found to improve patient
outcomes, COVID-19 infections continue with some
individuals requiring hospitalization and increasing
exposure risk to nurses, clinical nursing faculty, and
nursing students. Despite the release of the limited
number of COVID-19 vaccines, stress and fear of acquiring
COVID-19 infection remains as the number of infected
individuals continues to increase. Schools of nursing
are recommended to continue accommodations to
decrease stress, ensuring student safety, and creating
student assistance programs for financial, psychosocial,
and educational needs. Nursing faculty have a significant
role to help students and maintain academic standards
while keeping students informed of changes promptly
as students continue to cope and adapt to completing
academic requirements. A systematic evaluation of
remote learning experiences for students needs to be
conducted to promote quality teaching and changes
need to be considered to facilitate academic success and
timely progression during the COVID-19 pandemic. With
the recent release of the COVID-19 vaccine immunization
process, a post-pandemic future appears promising.
References
Aslan, H., & Pekince, H. (2020, August 17). Nursing students’
views on the COVID-19 pandemic and their perceived stress
levels. Perspectives in Psychiatric Care. https://doi.org/10.1111/
ppc.12597
Brooks, S. K., Webster, R. K., Smith, L. E., Woodland, L., Wessely,
S., Greenberg, N., & Rubin, G. J. (2020). The psychological
impact of quarantine and how to reduce it: Rapid review of
the evidence. The Lancet, 395(10227), 912–920. https://doi.
org/10.1016/S0140-6736(20)30460-8
Cheng, Y.-C., Huang, L.-C., Yang, C.-H., & Chang, H.-C. (2020).
Experiential learning program to strengthen self-reflection
and critical thinking in freshmen nursing students during
COVID-19: A quasi-experimental study. International Journal
of Environmental Research and Public Health, 17(15). https://
doi.org/10.3390/ijerph17155442
Hayter, M., & Jackson, D. (2020). Pre-registration undergraduate
nurses and the COVID-19 pandemic: Students or workers?
Journal of Clinical Nursing, 29(17/18), 3115. https://doi.
org/10.1111/jocn.15317
Jackson, D., Bradbury-Jones, C., Baptiste, D., Gelling, L., Morin, K.,
Neville, S., & Smith, G. D. (2020). Life in the pandemic: Some
reflections on nursing in the context of COVID-19. Journal of
Clinical Nursing, 29(13-14), 2041-2043. https://doi.org/10.1111/
jocn.15257
Park, M., Jeong, M., Lee, M., & Cullen, L. (2020). Web-based
experiential learning strategies to enhance the evidencebased-practice
competence of undergraduate nursing
students. Nurse Education Today, 91. https://doi.org/10.1016/j.
nedt.2020.104466
Ramos-Morcillo, A. J., Leal-Costa, C., Moral-García, J. E., &
Ruzafa-Martínez, M. (2020). Experiences of nursing students
during the abrupt change from face-to-face to e-learning
education during the first month of confinement due to
COVID-19 in Spain. International Journal of Environmental
Research and Public Health, 17(15). https://doi.org/10.3390/
ijerph17155519
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