Innovations in Nursing Education in Response to the COVID-19 Pandemic: A Scoping Review

Abstract

The novel coronavirus disease (COVID-19) has transformed the delivery of nursing education. This scoping review identified innovative improvements or changes in nursing education developed by nursing faculty in response to the COVID-19 pandemic globally. This is a scoping review using Arksey and O’Malley framework, refined by Joanna Briggs Institute. Three electronic databases were searched to identify studies published between December 2019 and December 2021, irrespective of design. Guided by the Preferred Reporting Items for Systematic Reviews and Meta-analysis Statement for Scoping Reviews (PRISMA-ScR) guidelines. Two reviewers independently assessed the eligibility of the studies, and multiple reviewers extracted the studies. Two reviewers crosschecked 10% of the extracted data to ensure accuracy and consistency. We grouped and described conceptual categories narratively. Of the 1339 retrieved papers, 111 met eligibility criteria. Most studies were from North America (69; 62.2%) and involved undergraduate nursing students (80; 72.1%). Many studies (61; 55.0%) were letters, commentaries, and editorials that offered short communications on ongoing innovative interventions. Reported nursing education innovations included online or virtual alternatives to face-to-face delivery (68; 61.3%), online or virtual alternatives to clinical placement (39; 35.1%) and faculty development (4; 3.4%). Reported outcomes included students’ satisfaction and intervention experiences. The reported innovations were crucial in mitigating the challenges posed by the COVID-19 pandemic for nursing education. Nurse educators are presented with a unique opportunity to embrace and build on the emerging pedagogies even after the global emergency. Further research must focus on 1) understanding the sustainability and enduring effects of the identified innovations in the post-pandemic period; 2) supporting students and faculty with new learning platforms, and 3) the long-term impacts of the COVID-19 pandemic on undergraduate and postgraduate nursing education. TE REO MĀORI TRANSLATION Ngā auahatanga i te ao mātauranga tapuhi hei urupare ki te Mate Urutā o COVID-19: He Arotake Hōkai Ngā Ariā Matua Nā te Mate Urutā o COVID-19 i whakaumu te horanga mātauranga tapuhi. Nā tēnei arotake hōkai i tautohu ētahi whakapikinga auaha, panonitanga hoki i roto i te mātauranga tapuhi, o ētahi whare whakaako tapuhi, hei urupare ki te mate urutā COVID-19 huri noa i te ao. He arotake hōkai tēnei i whakamahi i te anga a Arksey rāua ko O’Malley, he mea whakamahine e Joanna Briggs Institute. E toru ngā pātengi raraunga hiko i rapua hei tautohu i ngā pukapuka i whakaputaina i waenga i Tīhema 2019 me Tīhema 2021, ahakoa pēhea te hoahoa. Nā ngā aratohu Preferred Reporting Items for Systematic Reviews me Meta-analysis Statement for Scoping Reviews (PRISMA-ScR) ngā mahi i ārahi, ā, i riro nā ētahi kaiarotake tokorua i aromatawai takitahi te āheinga o te pukapuka, ā, he maha ngā kaiarotake nāna i kounu ngā raraunga. Tokorua ngā kaiarotake i āta titiro i tētahi 10% o ngā raraunga i kounutia, kia mōhio pū ai he tika, he hangarite hoki. I whakarōpūtia, i whakamāramatia hoki e mātou ngā kāwai ariā hei pūrākau. O ngā pepa 1339 i tīkina ake, i tutuki ngā paearu āheinga i ngā mea 111. Ko te nuinga o ngā puka nō Amerika ki te Raki (69; 62.2%) ā, he ākonga tapuhi paetahi ngā mea i roto (80; 72.1%). He tini ngā reta, ngā tākinga kōrero, ngā tuhinga ētita hoki i roto (63; 57.0%) i kitea ai ētahi whakapuaki pono mō ngā whakahoutanga auaha. Ko ētahi o ngā auahtanga mātauranga tapuhi i roto ko ngā ara hou i te ao tuihono, mariko rānei, hei whakakapi mō te horanga mātauranga ā-kanohi (68; 61.3%); ngā ara hou i te ao tuihono, mariko rānei, mō te whakanohonga ki ngā mahi tiaki tūroro (39; 35.1%); me te whakawhanaketanga kura whakaako (4; 3.4%). I kitea i roto i ngā putanga i pūrongotia ko te harikoa ākonga, me ngā wheako whakahoutanga. He mea taketake ngā whakahoutanga i pūrongotia hei whakaheke i ngā wero i ara ake i roto i te mate urutā COVID-19, mō te mātauranga tapuhi. Kua homai tētahi whāinga wāhi taketake ki ngā kaiako tapuhi kia awhi, kia waihanga hoki i ngā akoranga hou, ahakoa i muri i te whawhati nui i pā ki te ao. Me aro nui ētahi atu rangahau ki te 1) māramatanga ki te toitū, me ngā pānga haere tonu o ngā auahatanga i tautohutia i te wā i muri i te mate urutā; 2) te tautoko i ngā ākonga me te kura whakaako ki te hāpai i ngā pūhara ako hou; me 3) ngā pānga wā roa o te mate urutā COVID-19 ki ngā mātauranga tapuhi paetahi, paerua hoki. Ngā kupu matua: COVID-19; auahatanga; mātauranga tapuhi; mate urutā; arotake hōkai; ngā hangarau

Reflexiones sobre la formación técnica en enfermería bajo condiciones de pandemia: una revisión bibliográfica

“…Además, la pandemia ha puesto de relieve la importancia de las habilidades de telemedicina en la atención de la salud. Los estudiantes de enfermería ahora necesitan estar capacitados en el uso de tecnologías de la información y la comunicación para poder proporcionar atención de enfermería virtual y participar en equipos de atención de la salud interprofesional (Amankwaa et al, 2022).…”

“…Es importante destacar que la adaptación de la enseñanza de enfermería a raíz de la pandemia no solo ha sido un desafío, sino también una oportunidad para la innovación en la formación de enfermería. La implementación de tecnologías de la información y la comunicación, como la simulación clínica en línea, ha permitido a los estudiantes de enfermería continuar con su formación y desarrollo profesional en un entorno virtual (Amankwaa et al, 2022).…”