About the Authors Anne M. Krouse, PhD, MBA, RN, is dean and professor, Widener University School of Nursing, Chester, Pennsylvania. Kristen A. McLaughlin, PhD, RN, is a PhD graduate, Widener University School of Nursing. Rose Rossi, PhD, RN, is associate dean for undergraduate programs and associate professor, Widener University School of Nursing. Mary Powell, PhD, RN, is associate dean for graduate programs and associate professor, Widener University School of Nursing. Wendy Black-Dorn, MSN, RN, CRNP, is a PhD student, Widener University School of Nursing. Bette Mariani, PhD, RN, FAAN, ANEF, is vice dean for academic affairs and associate professor, Villanova University Fitzpatrick College of Nursing, Villanova, Pennsylvania. Barbara J. Patterson, PhD, RN, FAAN, ANEF, is distinguished professor and associate dean for scholarship and inquiry, Widener University School of Nursing. Drs. Mariani and Patterson, Research Briefs editor and editor in chief of Nursing Education Perspectives, respectively, did not participate in review or decision for this article. For more information, contact Dr. Krouse at
Nurs Educ Perspect. 2022;43(5):272-276. doi: 10.1097/01.NEP.0000000000001013. Epub 2022 Jul 7.
The primary purposes of the study were to describe nurse faculty administrators' experiences of rapid transition and disruption in nursing education during the COVID-19 pandemic.
The disruption and shift to remote learning for nursing education programs posed challenges for these administrators.
A descriptive survey methodology with a convenience sample was used with the Four Cs of Disaster Partnering framework.
The findings revealed that key elements of the Four Cs framework played a role in the successful adaptation to new learning environment realities. Time was an overarching finding. Connectedness with faculty, staff, and students was a significant challenge.
The application of the Four Cs of Disaster Partnering framework demonstrated utility for examining academic nurse administrators' preparedness.
本研究的主要目的是描述护理教师管理人员在 COVID-19 大流行期间护理教育快速转型和中断的经历。
护理教育计划的中断和向远程学习的转变给这些管理人员带来了挑战。
采用描述性调查方法和便利样本，使用灾害伙伴关系的四个 C 框架。
研究结果表明，灾害伙伴关系的四个 C 框架的关键要素在成功适应新学习环境现实方面发挥了作用。时间是一个首要发现。与教师、员工和学生的联系是一个重大挑战。
灾害伙伴关系的四个 C 框架的应用证明了其在检查学术护理管理人员的准备情况方面的效用。
