Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore; National University Health System, Singapore.
Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD11, 10 Medical Drive, 117597, Singapore.
Nurse Educ Pract. 2022 Nov;65:103483. doi: 10.1016/j.nepr.2022.103483. Epub 2022 Oct 27.
To consolidate the evidence around the experiences of nursing undergraduates and faculty members navigating through remote and online education during the COVID-19 pandemic.
The Coronavirus disease 2019 caused by the SARS-CoV-2 Virus (COVID-19) has placed massive pressure on healthcare, economic and education systems globally. Restrictive social distancing policies and public health measures necessitated educational institutions to switch from face-to-face to remote and online education to sustain the learning process. These changes have created an uncertain path and undue stress for healthcare learners and faculty, especially for professional roles that traditionally require more hands-on and access to clinical practice particularly pre-licensure nursing students. As such, there is an urgent need to consolidate evidence on the experiences of nursing undergraduates and faculty members as they navigate the rapid transition from face-to-face to remote and online education to ensure continuity of learning in achieving optimal learning outcomes and to support them during current and future public health crises.
A systematic review and meta-synthesis of the qualitative literature was undertaken using Sandelowski and Barroso's approach.
Six electronic databases, CINAHL, Embase, ERIC, PsycINFO, PubMed and Scopus, were searched systematically using the eligibility criteria from December 2019 to September 2022. The Critical Appraisal Skills Program checklist for qualitative studies was used to conduct the critical appraisal of the selected articles.
Forty-seven studies were included in this review, which encapsulates the experiences of 3052 undergraduates and 241 faculty members. An overarching meta-theme 'Remote and online education: a rollercoaster ride', emerged along with three main meta-themes: (1) Transition to remote and online education: A turbulent road, (2) Acceptance of the untravelled road, (3) Hopes and recommendations for the road ahead.
To improve nursing undergraduates' and faculty member's navigation of remote and online education, more institutions should move towards establishing hybrid education as the new 'normal' and exercise prudence in the organisation and delivery of curriculum, teaching, well-being and clinical attachment contingencies of their healthcare courses.
整合在 COVID-19 大流行期间，护理专业本科生和教师在远程和在线教育中所经历的证据。
由 SARS-CoV-2 病毒引起的 2019 年冠状病毒病（COVID-19）给全球的医疗保健、经济和教育系统带来了巨大压力。限制社交距离的政策和公共卫生措施要求教育机构从面对面教学转变为远程和在线教育，以维持学习进程。这些变化为医疗保健学习者和教师创造了不确定的道路和不必要的压力，尤其是对于传统上需要更多实践和接触临床实践的专业角色，特别是在获得许可前的护理学生。因此，迫切需要整合护理专业本科生和教师在从面对面教学快速过渡到远程和在线教育的过程中的经验，以确保学习的连续性，从而实现最佳学习成果，并在当前和未来的公共卫生危机期间为他们提供支持。
使用桑德洛斯基和巴罗索的方法对定性文献进行系统综述和元综合。
从 2019 年 12 月至 2022 年 9 月，使用资格标准对六个电子数据库（CINAHL、Embase、ERIC、PsycINFO、PubMed 和 Scopus）进行了系统搜索。使用定性研究的关键评估技能计划清单对选定的文章进行了关键评估。
本综述共纳入 47 项研究，涵盖了 3052 名本科生和 241 名教师的经验。一个总体的元主题“远程和在线教育：过山车之旅”，以及三个主要的元主题出现：（1）过渡到远程和在线教育：崎岖不平的道路，（2）接受未知的道路，（3）对未来道路的希望和建议。
为了改善护理专业本科生和教师在远程和在线教育中的导航，更多的机构应该朝着建立混合教育作为新“常态”的方向发展，并在组织和提供课程、教学、福祉和医疗保健课程的临床实习应急措施方面谨慎行事。
