Nursing Faculty Experiences During the COVID-19 Pandemic Response

Abstract

Supplemental digital content is available in the text.

Online, Hybrid, and Face-to-Face Learning Through the Eyes of Faculty, Students, Administrators, and Instructional Designers: Lessons Learned and Directions for the Post-Vaccine and Post-Pandemic/COVID-19 World

“…In March 2020, when an emergency was declared across many countries, including the United States, academic institutions scrambled to ramp up efforts and create online learning opportunities for students. This was particularly important to control spread of the virus, as the global death toll was surpassing 200,000 (Neilson & Woodward, 2020;Sacco & Kelly, 2021). There was a sudden halt in in-person teaching.…”

“…These included: (a) an absence of policies regarding online teaching and the use of learning management systems (LMS), (b) an uncertainty surrounding internships and practicum experiences (clinical or nonclinical), and (c) a lack of support from academic administration (Richardson et al, 2015). These issues were compounded by the fear of retrenchment, hiring chills, as well as other challenges faculty were facing during the pandemic (Sacco & Kelly, 2021).…”

The experience of baccalaureate clinical nursing faculty transitioning to emergency remote clinical teaching during the COVID-19 pandemic: Lessons for the future

“…Since the COVID-19 pandemic is recent, literature is limited regarding the effect of the pandemic on higher education. Existing literature identifies that higher education faculty found the transition to online teaching ( Johnson et al, 2020 ), associated work-life balance ( Sacco and Kelly, 2021 ), and concurrent political and societal movements occurring in the United States (U.S.) ( Sacco and Kelly, 2021 ) extremely stressful early in the pandemic. Higher education students experienced changes in sleep patterns, difficulty concentrating, and loss of social interactions due to the stress of the pandemic ( Son et al, 2020 ), while lack of designated online learning spaces and financial concerns further increased students' stress levels ( Masha'al et al, 2020 ).…”

Striking a Balance between Work and Play: The Effects of Work–Life Interference and Burnout on Faculty Turnover Intentions and Career Satisfaction

“…The ongoing rise of COVID-19-pandemic-related stressors and unrelenting/accelerating work expectations has further exacerbated burnout among faculty [ 3 ]. Emerging studies suggest that the pandemic has blurred the boundaries between individuals’ work and personal life, leading to more unequal work–life balances amongst faculty members [ 4 , 5 ]. From a psychological perspective, the COVID-19-induced shift to virtual/online formats for teaching and learning creates additional stress and challenge to faculty members due to the increased demands for student support and workload in the absence of face-to-face interactions [ 5 ].…”

“…It is critical that burnout and turnover of nursing faculty is addressed as it could bottleneck the number of nurses that would be able to receive training, restricting the number of clinical nurses in the future. While factors that lead to burnout have been widely discussed in the organizational and healthcare literature among clinical nurses [ 8 , 9 , 10 ], few studies have investigated the antecedents or predictors of burnout among nursing faculty [ 4 ]. To our knowledge, no study has comprehensively examined academic nurses’ work–life balance and association with burnout and turnover intentions during the pandemic.…”