Aim: To describe the experiences of registered nurses working in a US healthcare system during the COVID-19 pandemic.Design: This qualitative thematic analysis study is a secondary analysis of stories submitted by nurses to a repository established by the parent study. Methods: Registered nurses working in various roles in a healthcare system submitted stories (N = 45) to open-ended prompts via an online repository between June 2020 and February 2021. A team of three nurse scientists coded the stories using Dedoose software. Initial codes were then reviewed by the team to synthesize initial coding into themes. The COREQ checklist was used to ensure research reporting guidelines were met. Results: Thematic analysis revealed three themes in a global theme of COVID-19 pandemic-related personal and professional evolution: (1) The art and science of pandemic nursing, (2) Persisting despite challenges; and (3) Learning as we went. Each of the three organizing themes were supported by basic themes.Conclusions: Identified themes affirm some of nursing's long-standing core values, such as the central role of human connectedness in restoring health, but findings also reflect new evolutionary processes of moral identity formation that occurred among nurses and the nursing profession during the COVID-19 pandemic.Impact: Findings from this study describe the processes by which nurses' moral identity evolved during a segment of the COVID-19 pandemic. Collectively, these evolutions represent important shifts in the nursing profession. Using findings from this study, nurse educators, nurse managers and healthcare administrators will be able to implement effective, sustainable policies and processes that meet the needs of both the community and the workforce.No Patient or Public Contribution: This study was designed to capture the experiences of nurses employed by one healthcare organization. However, it was not conducted using input or suggestions from the public or the patient population served by the organization.
The purposes of this study were to locate games and simulations available for nursing education, to categorize these materials to make them more accessible for nurse educators, and to determine how nursing's use of instructional games might be enhanced. Twenty-nine games and simulations were identified in the nursing literature. The taxonomy developed for this study described three types of process games: clinical, pathophysiologic and psychosocial. These games were further analyzed using a modified version of Ruben's (1977) classification, which compared and contrasted games by structural components and control parameters. The taxonomy is intended to guide nurse educators in conveniently locating games and simulations which may fit or be tailored to fit individual learning objectives. Recommendations include instituting standards for describing games and simulations, establishing a clearinghouse for disseminating information on nursing games and initiating research on the effectiveness of games and simulations as instructional strategies.
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