J Nurs Educ. 2022 Sep;61(9):503-509. doi: 10.3928/01484834-20220705-04. Epub 2022 Sep 1.
During the coronavirus disease 2019 (COVID-19) pandemic, health professions educators who traditionally used a face-to-face mode to deliver education transitioned to virtual formats. With the widespread use of vaccines, restrictions on social distancing requirements have waned. Some educators have reverted to a face-to-face modality, whereas others have maintained a virtual modality.
A framework was developed to evaluate the suitability of curricular elements to be presented in a virtual platform to guide educators in modality decision making.
Learner motivation, context and content compatibility, social learning community requirements, and technological infrastructure should be considered when planning future curricula delivery.
The virtual learning environment must be compatible with content and context. Appropriate technology infrastructure, which includes institutional support, virtual learning platform, and technological support, also must be in place. Hybrid modalities that divide content into face-to-face and virtual components can be used to ease demands on logistics and technology infrastructure limitations. .
在 2019 冠状病毒病（COVID-19）大流行期间，传统上采用面对面模式进行教学的卫生专业教育者已经转向虚拟模式。随着疫苗的广泛使用，社交距离要求的限制已经减弱。一些教育者已经恢复面对面的教学模式，而另一些则保持虚拟教学模式。
制定了一个框架来评估课程要素在虚拟平台上呈现的适宜性，以指导教育者进行教学模式决策。
在规划未来的课程教学时，应考虑学习者的动机、背景和内容的兼容性、社会学习社区的要求以及技术基础设施。
虚拟学习环境必须与内容和背景兼容。还必须具备适当的技术基础设施，包括机构支持、虚拟学习平台和技术支持。可以使用混合教学模式，将内容分为面对面和虚拟两部分，以减轻对后勤和技术基础设施的要求。
