Teaching during COVID-19: Perceptions of nursing faculty

Jolene J. Lynn, Peggy Ward-Smith


Objective: The COVID-19 pandemic resulted in a significant academic impact for health professions students. As a practice profession, course content in programs of nursing are provided in both web-based or on-line formats and through face-to-face classroom or clinical modalities. In response to social distancing and stay-at-home policies, all course formats became web-based and on-line. This required faculty to transition their course content, assignment, assessment requirements, office hours, and consultations, to an on-line format. Data collected in this qualitative study aimed to describe this experience, from the perspective of undergraduate and graduate nursing faculty teaching in a small, private Midwestern University.

Methods: Study data, guided by semi-structured interviews, were collected using a virtual format from a convenience sample of ten nurse educators. Each interview was performed by the same researcher and analyzed separately, by both researchers using content analyses and qualitative research methods.

Results: Content analyses identified alterations in course structural changes, flexibility in completion of course requirements, providing course content in smaller sections, and being available for academic and psychological support was needed. These data described the personal and professional experiences of faculty specific to course, clinical, and instructor availability.

Conclusions: The necessary adaptations were readily developed and implemented. While the stress and uncertainty associated with change was apparent, clear, pro-active communication resulted in course completion and the ability to maintain the plan of study. Flexibility and adaptability, characteristics inherent in nurses, provided a framework for the necessary changes.

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DOI: https://doi.org/10.5430/jnep.v11n6p43

Journal of Nursing Education and Practice

ISSN 1925-4040 (Print)   ISSN 1925-4059 (Online)

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