Faculty members Amy Curtis, Tiffani Chidume, David Crumbley, Meghan Jones, Karol Renfroe and Leora Wright have written a chapter in The Handbook of Research on Updating and Innovating Health Professions Education: Post-Pandemic Perspectives.
In Chapter 8 (Nursing Education Innovations and Obstacles During COVID-19: Lessons Learned and How That Information Will Be Used Post-Pandemic), the authors discuss how engaging and innovative learning strategies were developed to teach baccalaureate-level nursing students during the COVID-19 pandemic. The initial focus is on the teaching and learning strategies created for first-semester students who are developing foundational nursing skills and concepts. The discussion transitions to complex strategies developed for fourth-semester students, solidifying critical thinking and clinical judgment skills. Highlighted are active learning strategies used in the classroom, skills lab and simulated clinical environment. These promote clinical judgment and present practical direction for adapting technology to provide and engaging learning environment. Throughout the chapter, the authors use several strategies to showcase how a nursing program responded to COVID-19 restrictions, including active learning and technology strategies, and how they can be applied across a curriculum using varying levels of technology.
According to the authors, the modifications that were made in the classroom, skills lab, and sim lab at the beginning of the pandemic were important. By recounting their experience, they hope to help other entities in the future or assist those with limited resources. Although students prefer face-to-face instruction and hands-on learning, they were appreciative of the faculty’s efforts in making the transitions as smooth as possible.
The Handbook will be published by IGI Global in 2022, but digital copies are available at https://www.igi-global.com/book/handbook-research-updating-innovating-health/264884
Pdf copies of the chapter are available upon request.
