Jarvis M A, Baloyi O B
Discipline of Nursing, School of Nursing and Public Health, Howard Campus, University of KwaZulu-Natal, Durban, South Africa.
Int J Afr Nurs Sci. 2023;18:100573. doi: 10.1016/j.ijans.2023.100573. Epub 2023 Apr 17.
In 2022, nursing faculty reflect on the transition without global or national benchmarks or blueprints of a South African Nursing Education Institution to online education during the Covid-19 pandemic. Objective: To provide policy makers a resource in preparation for future crises in education. A theoretical-reflective study supported by a SWOT analysis aimed to understand the transition to online teaching and learning and assessments for the Nursing Discipline (nursing faculty = 22; undergraduate students = 291) of a select South African university. It revealed four key lessons learned. Firstly, whether change is planned or unplanned, policy frameworks should guide it. Secondly, resources exist within faculty, and at times, change agents might not be necessary as strengths can be drawn from within. Thirdly, through managing a crisis, faculty-service partnership can be strengthened. Lastly, a need exists for continual surveillance as the inequality gap in Higher Education students has become increasingly visible and amplified further marginalisation. Our reflections have highlighted that opportunities and strengths abound as the pandemic has fast-tracked nursing education institutions to embrace technology for teaching and learning and assessments. Three of the key lessons learned emphasise what is known about the successful outcome of working together.
2022年，护理教师回顾了一所南非护理教育机构在新冠疫情期间向在线教育过渡的情况，当时没有全球或国家层面的基准或蓝图。目标：为政策制定者提供一份资源，以应对未来的教育危机。一项由SWOT分析支持的理论反思性研究旨在了解一所选定的南非大学护理学科（护理教师=22人；本科生=291人）向在线教学、学习和评估的过渡情况。研究得出了四个关键经验教训。首先，无论变革是计划内还是计划外的，政策框架都应加以引导。其次，教师自身具备资源，有时可能并不需要变革推动者，因为可以从内部汲取优势。第三，通过应对危机，可以加强教师与服务部门的伙伴关系。最后，由于高等教育学生中的不平等差距日益明显并进一步加剧了边缘化，因此需要持续监督。我们的反思凸显出，随着疫情促使护理教育机构迅速采用技术进行教学、学习和评估，机会和优势大量涌现。所汲取的三个关键经验教训强调了合作取得成功结果的已知因素。
