Transitioning a Graduate Nursing Physical Examination Skills Lab to an Online Learning Modality

Abstract

Background: Continued restrictions imposed on face-to-face learning related to the SARS-CoV-2 (severe acute respiratory syndrome coronavirus-2) pandemic resulted in a decision to permanently transition a graduate nursing education advanced assessment course from a hybrid to an online learning modality. Purpose: The purpose of this article is to describe the transition of the physical examination skills lab from face-to-face to online, compare advanced practice nursing student performance outcomes, and evaluate faculty satisfaction and student satisfaction and confidence in learning. Methods: A retrospective comparison design was used to evaluate student outcomes. Surveys were used to evaluate faculty satisfaction and student satisfaction and confidence. Results: Academic performance, including the psychomotor performance proficiency of advanced assessment skills, was comparable between the modalities. Students were satisfied with and confident in their learning of skills. Faculty support online delivery despite increased workload. Conclusions: Continued use of the online learning modality for teaching advanced physical examination skills is warranted.

Virtual Practical Examination for Student Nurse Educators in Health Sciences Education during the COVID-19 Pandemic: A Narrative Review

“…The majority of higher education institutions including health profession educators (HPEs) across the world had to transition from physical teaching and learning strategies to online strategies for emergency remote learning [ 4 ]. Continued pandemic restrictions imposed on face-to-face learning resulted in a decision to permanently transition a graduate nursing education advanced assessment course from a hybrid one to online learning [ 5 , 6 , 7 , 8 , 9 ]. With online learning, learning takes place partially or entirely over the Internet, making it an ideal course delivery model for adult learners wishing to develop new skills and competencies [ 10 ].…”

Comparing satisfaction and outcomes in on-campus versus virtual education for nurse practitioner students

“…Over the past two years, multiple publications have described elements of the successful shift by graduate nursing programs to virtual environments due to COVID-19, such as student clinicals using telehealth (Diegel-Vacek, et al, 2021), virtual patient simulations (Buterakos & Keiser, 2021), physical assessment evaluation (Barnes & Vance, 2022), and virtual student evaluation using objective structured clinical examinations (Luke, et al, 2021). A few studies have published positive findings regarding student satisfaction with the shift to virtual content delivery in undergraduate nurses (Farsi, et al, 2021; Riley, et al, 2021), although another recent study in India showed that medical and undergraduate nursing students were not satisfied with the switch to virtual education (Dutta, et al, 2021).…”