Rapid Transition to Online Learning for Baccalaureate Students: Teamwork During a Pandemic

Abstract

Background: This article describes how a college of nursing (CON) converted its traditional undergraduate academic program to a 100% online program within 2 weeks of being informed of the need for curricular modifications due to the COVID-19 pandemic. Method: The college faculty met online prior to implementation to discuss student needs and special considerations. Clinical simulation experiences were developed based on International Association for Clinical Simulation and Learning (INACSL) standards and delivered through virtual simulation. Results: Students evaluated the clinical simulation experiences in each course using Likert-style measures and reported positive experiences overall. Each cohort of students, including the May 2020 graduating seniors, successfully completed all of their classes for progression to the next semester or graduation. Conclusion: The successful conversion of traditional academic programs into a virtual environment requires leadership, collaboration, and teamwork. This CON had positive outcomes and offers lessons learned for future implementation. [ J Nurs Educ . 2021;60(7): 397–399.]

Addressing the Mental Health of Nursing Students During the Pandemic: The Evaluation of a Needs Assessment by a College of Nursing Mental Health Task Force

“…Hospital and academic administrators canceled the original delivery of required clinical placements and direct simulation activities (Fitzgerald & Konrad, 2021). Such disruption resulted in the faculty adapting direct patient care activities to virtual simulations in accordance with State Board of Nursing requirements (Fitzgerald & Konrad, 2021; Scott et al, 2021).…”

“…In March 2020, the university and faculty made the transition from the traditional classroom format to online instruction (Scott et al, 2021). Student learning and mental health were adversely affected by the “pandemic experience.” Students had to quickly shift to a new virtual learning format while struggling with the implications of interrupted face-to-face didactic, clinical, and simulation experiences and health risks to themselves and loved ones.…”

“…In March 2020, the university and faculty made the transition from the traditional classroom format to online instruction (Scott et al, 2021). Student learning and mental health were adversely affected by the "pandemic experience."…”

Integration of visual thinking strategies to undergraduate health assessment course: A mixed-method feasibility study

“…Although VTS' value in education for medical students and healthcare professionals is recognized, particularly in the United States and Australia, there is limited knowledge on the acceptability of VTS in nursing education globally, especially in East Asian countries. Since the COVID-19 pandemic emerged at the end of 2019, education systems worldwide have faced a huge challenge ( Scott et al, 2021 ). In response to the COVID-19 pandemic, the Korean government and nursing schools forced a rapid shift from traditional face-to-face learning to distance or online learning ( Kim et al, 2021 ).…”

“…In response to the COVID-19 pandemic, the Korean government and nursing schools forced a rapid shift from traditional face-to-face learning to distance or online learning ( Kim et al, 2021 ). More recently, various types of online learning have been studied in the COVID-19 context ( Kim et al, 2021 ; Scott et al, 2021 ). However, implementing VTS during online learning in health professional education has not yet been investigated.…”