Nursing programs have had to innovate to meet the challenges posed by the pandemic. Restrictions imposed by shutdown orders, social distancing, limited in-person meetings, changes to course delivery and clinical placement requirements, and integrating technology into the classroom like never before are just a few of the ways that Covid-19 has impacted nursing education.
Ground-based nursing colleges and universities quickly created hybrid and online versions of their courses and materials and replaced live clinical assignments with scheduled simulation class events, web-enhanced synchronous meetings, and digital clinical experiences. Programs that were fully online already helped to provide support to those who had never taught in the online environment.
In both the nursing clinical and academic settings, a pervasive shortage exists. During the pandemic, many nursing faculty members were called back to the bedside to aid in addressing the demand for care. For faculty who were working in academia and the clinical setting, the pull and strain associated with competing priorities were evident. The stress and tension felt by faculty befell the students as well.
Nursing students already work to balance competing priorities. During the pandemic, they were having to work extra shifts, be placed on mandatory stay orders, travel far from home to agency assignments, and keep their families safe. Concern for their own safety and efforts to minimize exposure were often waylaid by the desire to serve and improve patient outcomes. Needless to say, the pressure to perform in a challenging crisis was intense and the tension palpable.
Nursing faculty members and administration found themselves in uncharted territory. How do we help students persist in their academic journey during a time of unprecedented emergency? We rose to the occasion by doing what we do best, supporting our students. We became confidants in practice. Assignment deadlines were extended where feasible, student support mechanisms were erected, and leveraging technology to facilitate learning became the norm.
Over time, and all during a pandemic that does not seem to be finding its end as yet, nursing faculty have found ways to bridge gaps that exist when a product that was designed for face-to-face delivery has to be moved to a virtual setting. Technology, like the applications Zoom, Webex, Microsoft Teams, and GoToMeeting, was used to help students feel connected. Learning management systems (LMS) like Desire to Learn (D2L), Canvas, Moodle, Blackboard, and many others were used to deliver content, keep students on track, and offer a way to persist without missing a beat.
Together, nurses do what they do best, see through the problem, not to the problem. We are innovative critical thinkers who also support one another and the profession. These times have proven challenging and often arduous, but the power of nursing presses on. We collectively advocate for each other and our patients. During times of crisis and ease, we progress, inspire, encourage, support, and work with compassion and diligence to serve our communities and our profession.
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