About the Authors The authors are faculty at the University of Connecticut School of Nursing, Storrs, Connecticut. Melissa Rembish, MSN, RN, NPD-BC, CHSE, is an assistant professor. Marianne Snyder, PhD, MSN, RN, is assistant professor and director, CEIN/BS Accelerated and Traditional Undergraduate Programs. Dawn Sarage, MSN, RN, CMSRN, CNL, CHSE, is a clinical instructor. Nancy Spadafora, MSN, RN, CPAN, is a clinical instructor. Ivy M. Alexander, PhD, APRN, ANP-BC, FAANP, FAAN, is professor and director, Adult-Gerontology Primary Care Track. For more information, contact Melissa Rembish at
Nurs Educ Perspect. 2022;43(5):325-327. doi: 10.1097/01.NEP.0000000000001018. Epub 2022 Jul 27.
The sudden and severe impact of COVID-19 on nursing education brought about many challenges and opportunities. The Community of Inquiry model and Online Collaborative Learning theory provided a guiding framework for preparing faculty to develop curriculum and deliver online/virtual synchronous clinical and laboratory experiences for junior and senior nursing students, overcome identified challenges, and evaluate the experiences. The swift change to virtual clinical education required careful reflection about how we teach, evaluate learning, and move forward with precision while establishing new best practices.
新冠疫情的突然爆发对护理教育带来了诸多挑战和机遇。调查社区模型和在线协作学习理论为教师准备课程和为初级和高级护理学生提供在线/虚拟同步临床和实验室经验提供了指导框架，以克服已确定的挑战并评估经验。迅速转向虚拟临床教育需要仔细思考我们如何教学、评估学习以及在建立新的最佳实践时如何精确地推进。
