探索护理教师在冠状病毒（COVID-19）大流行期间的经历——一项质性描述性研究。
Exploring the experiences of nursing faculty during the coronavirus (COVID-19) pandemic-A qualitative descriptive study.
作者信息
Sessions Laura C, Ness Michelle, Mark Hayley
机构信息
Department Chairperson, Towson University, Towson, MD, USA.
出版信息
Teach Learn Nurs. 2022 Oct;17(4):477-481. doi: 10.1016/j.teln.2022.05.010. Epub 2022 May 26.
AIM
To gain an understanding of the experiences of nurse educators during the COVID-19 crisis.
BACKGROUND
The pandemic forced the closure of colleges and universities nationwide. Nurse educators were challenged to offer didactic and experiential learning in online formats.
DESIGN
Qualitative description.
METHOD
A purposive sample of 27 nurse educators employed in Maryland participated in semi-structured interviews from February to April 2021. Content analysis was performed by two researchers independently and results compared for thematic analysis.
RESULTS
Three themes were identified: (1) uncertainty within pandemic ambiguity, (2) prioritizing pedagogy, and (3) professional commitment.
CONCLUSION
Faculty need increased pedagogical support for online teaching. Online pedagogies must include ways to support student emotional well-being and development of clinical judgment. A profession-wide reflection of how nursing education can meet the evolving needs of the health care system, especially when access to clinical sites is limited, is warranted.
目的
了解新冠疫情危机期间护理教育工作者的经历。
背景
这场疫情迫使全国的学院和大学关闭。护理教育工作者面临着以在线形式提供理论教学和实践学习的挑战。
设计
定性描述。
方法
2021年2月至4月，对马里兰州受雇的27名护理教育工作者进行了有目的抽样，参与半结构化访谈。由两名研究人员独立进行内容分析，并对结果进行比较以进行主题分析。
结果
确定了三个主题：（1）疫情不确定性中的不确定性，（2）教学法的优先性，（3）职业承诺。
结论
教师需要在在线教学方面获得更多教学支持。在线教学法必须包括支持学生情感健康和临床判断力发展的方法。有必要在全行业范围内反思护理教育如何满足医疗保健系统不断变化的需求，特别是在临床实习地点受限的情况下。
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