Implications of the COVID-19 pandemic: Virtual nursing education for delirium care

Abstract

Background Technology is increasingly used in nursing education, particularly during the SARS-CoV-2 (COVID-19) pandemic. COVID-19 also brought new challenges to patient care and limited access to in-person clinical experiences for nursing students. Pivoting to virtual simulation (VS) for clinical was necessary during the height of the pandemic. With students' return to clinical settings, VS experiences continue to be needed, due to quarantine of clinical settings and/or shortage of available clinical sites. VS clinical experiences have been successfully utilized over the past decade; however, the literature lacks resources on the use of VS for delirium care of patients. Method In this article, the authors describe the creation and provision of a VS clinical day using interactive computer-based technology to educate nursing students to prevent, recognize, and manage delirium. The VS clinical was in conjunction with a Behavioral Health course. Results Evaluation of students demonstrated attainment of objectives. Students reported satisfaction with the VS experience. Conclusion Technology in nursing education and use of VS clinical provide effective strategies for clinical learning when in-person clinical experiences are unavailable, either due to access limitations or lack of patients with specific health needs.

Changes in Clinical Training for Nursing Students during the COVID-19 Pandemic: A Scoping Review

“…It created unprecedented opportunities for nursing education as it required creative teaching techniques to promote students’ clinical learning, ensuring that the necessary learning outcomes and professional competencies were achieved [ 4 , 5 ].…”

“…The traditional clinical practice and face-to-face experiences were replaced by technological environments, for both students and faculty, with screen-based simulation [ 4 ], remote or virtual simulated learning experiences using commercial products or telehealth [ 6 ], and technology-enhanced storyboard techniques [ 7 ]. Moreover, nursing schools were unprepared for remote instruction transition during the COVID-19 pandemic, which challenged their curricula [ 5 ].…”

Learning media of digital booklets for class VIII junior high school

“…SARS-Cov-2 (Covid-19) became a global pandemic, with major implications for the world of education (Bourgault et al, 2022;Owusu-Fordjour et al, 2020), the impact felt was a shift in the learning system to online (Herawati et al, 2022;Schrenk et al, 2021). This is a big challenge for teachers to carry out the learning process without meeting face-to-face (Frei-Landau & Avidov-Ungar, 2022; Sumira et al, 2021) so the emergence of innovation in the form of learning media (Küsel et al, 2020) is needed by teachers and educational institutions, one of the relevant innovations used in the online learning process is the application of digital learning media (Chick et al, 2020).…”

Educação em enfermagem e pandemia: um olhar retrospectivo

“…A inovação veio mostrar novas possibilidades de abordagem do ensino à distância, onde a simulação foi utilizada como estratégia para ensinar com êxito a cuidar da pessoa com delírio (Bourgault et al, 2022), da vítima de violência de género (Jiménez-Rodríguez et al, 2021), em situação de emergência (Kawasaki et al, 2021;Lei et al, 2021) e em cenário de catástrofe (Hwang & Lee, 2021).. Estratégias como o role-playing (Kawasaki et al, 2021) a visualização de vídeos demonstrativos e debates foram tidos como uma mais valia para a aprendizagem à distância, em diversas áreas da formação profissional (Gillett et al, 2022;Silva, Trindade et al, 2021;Prasad et al, 2020) .…”