Nursing colleges and universities adaptations to clinical learning during the COVID 19 pandemic

Nursing colleges and universities adaptations to clinical learning during the COVID 19 pandemic

RUA 5: Analyzing Public Research

The topic that my group is handling for the RUA project is “Nursing colleges

and universities adaptations to clinical learning during the COVID-19 pandemic.” The COVID-19 pandemic has disrupted ways of life. All major and minor sectors have been affected by the Pandemic. Nursing education has not been left behind. There have been disruptions in learning. Nursing colleges have been forced to develop new strategies to educate their students. They have either implemented full online learning or blended online and face-to-face learning. This has advantages and limitations, but these are trying times, and life must continue. Our assignment writing help is at affordable prices to students of all academic levels and academic disciplines.

Clinical Question

Description of the Problem

The Pandemic has disrupted how many things are done globally. Nursing education has been greatly affected by Covid-19. Many nursing institutions have been forced to implement strategies to ensure they comply with the CDC safety guidelines. The Pandemic led to the closure of colleges and universities, and face-to-face learning was suspended. There was a restriction on clinical learning and skills labs for nursing students. In regions that had more Covid-19 cases, clinical learning was suspended. The Pandemic led to many institutions shifting from face-to-face learning to virtual learning to ensure continuous nursing education while maintaining safety guidelines (Agu et al., 2021). Other institutions used blended learning, combining traditional face-to-face and virtual learning.

Significance of the Problem

However, this new teaching model restricted clinical learning since nursing educators and students had to get used to these new dynamics. Students also had to have strong internet connectivity to access the online classes. The result of this new learning model is that there were inequalities in accessing virtual learning (Agu et al., 2021). Students who did not have good internet connectivity were thus left behind. Nursing training had to be prematurely completed in some states to help handle the COVID-19 pandemic (Agu et al., 2021). The risk is that these nurses may not have the complete relevant training and confidence, which will affect healthcare.

Purpose

The aim of this paper will be to evaluate evidence from identified articles on how nursing institutions have adapted to clinical learning during the COVID-19 pandemic. A matrix table will be used to discuss the two identified articles.

Description of Findings

Evidence Matrix Table

Article	References	Purpose Hypothesis Study Question(s)	Variables Independent(I) Dependent(D)	Study Design	Sample Size & Selection	Data Collection Methods	Major Finding(s)
1	Ramos-Morcillo et al. (2020), Experiences of nursing students during the abrupt change from face-to-face to E-Learning education during the first month of confinement due to COVID-19 in Spain. International Journal of Environmental Research and Public Health, 17(15), 5519.	What are nursing students’ learning experiences and expectations due to changes from face-to-face learning to virtual learning?	D- Nursing students’ learning expectations and experiences.   Independent- Changes in nursing education during the Pandemic.	Qualitative	N- 32 Snowball sampling- selected from nursing students enrolled in nursing degree and master’s degree in every academic year in two public universities in Spain.	Semi-structured interviews	Virtual learning is disadvantageous to older students, those with families, and work responsibilities. It also has limitations for those living in rural areas with minimum electronic resources.
2	Farsi et al. (2021), Explaining the experiences of nursing administrators, educators, and students about the education process in the COVID-19 Pandemic: A qualitative study. BMC Nursing, 20(1).	What is the impact of the Covid-19 Pandemic on nursing education?	D- Nursing education   Independent- Covid-19 pandemic	Qualitative	N- 13 Purposive sampling-Nursing educators, administrators, and students at a nursing school in Tehran.	In-depth and semi-structured interviews	There were challenges and instabilities to nursing education during the Pandemic.

Synthesis of Literature

Variables

The independent variables in the first study (Ramos-Morcillo et al., 2020) are different yet similar to the first study. In the first study, the independent variable is the changes in nursing education during the COVID-19 pandemic; on the other hand, in the second article ( Farsi et al., 2021), the independent variable is the COVID-19 pandemic. In the first study (Ramos-Morcillo et al., 2020), the dependent variable is nursing students’ learning expectations and experiences. The dependent variable is different in the second study (Farsi et al., 2021); the dependent variable is nursing education.

Study Design

Both studies used a qualitative design. In the first study (Ramos-Morcillo et al., 2020), qualitative design was used to evaluate the experiences and expectations of nursing students. In the second study (Farsi et al., 2021), qualitative methods were used to determine how the COVID-19 pandemic has affected nursing education, according to nurse administrators, students, and educators.

Participants

In the first study (Ramos-Morcillo et al., 2020), participants were nursing students enrolled in nursing degrees and master’s degrees at two public universities in Spain. The participants were selected from each year of study. There were eight male and twenty-four female participants. The second study was a bit different (Farsi et al., 2021). The participants were nursing educators, nursing students, and nursing administrators; additionally, there were nine females and four males. There were five nurse educators and administrators and eight nursing students. There was one Ph.D. student, three BSC students, and five master’s students.

Instruments

The instruments used in both studies were similar. Both studies used semi-structured interviews to collect data for their respective studies (Ramos-Morcillo et al., 2020 & Farsi et al., 2021). Semi-structured interviews have high validity and reliability since researchers obtain first-hand information on the perceptions and opinions of the participants. They use a standardized protocol of asking the same questions, and hence, participants are allowed to give their opinions that are comparable. Complex issues can also be clarified during the interview.

Evidence to Support this Clinical Problem

The findings in both articles support the clinical problem. The COVID-19 pandemic has affected how nursing education is done, and this has affected students and educators. In the first article (Ramos-Morcillo et al., 2020), students have disparities in access to virtual learning. Individuals who are with families, working, or with other responsibilities have difficulties accessing online learning. This is also the case for individuals in rural areas with limited computer resources. In the second article (Farsi et al., 2021), COVID-19 disrupted learning education, creating more fears concerning the safety of students and educators during the pandemic. Nursing institutions adopted e-learning and new teaching methods.

Next Steps

The two questions for my group are:

1. What are the coping strategies of nursing students during the COVID-19 pandemic?
2. What strategies can be implemented to eliminate disparities in accessing virtual learning during the pandemic?

Conclusion

The evidence from the two articles has revealed that the COVID-19 pandemic has disrupted learning in many nursing institutions. Nursing institutions have implemented virtual learning to ensure nursing education continues. This, however, has limitations, such as disparities in access to virtual learning. The Covid-19 Pandemic has been with us for over a year now. Nursing institutions must address the disparities that affect access to virtual learning to ensure all students get quality education. 

References

Agu, C. F., Stewart, J., McFarlane‐Stewart, N., & Rae, T. (2021). COVID‐19 pandemic effects on nursing education: Looking through the lens of a developing country. International Nursing Review, 68(2), 153-158. https://doi.org/10.1111/inr.12663

Farsi, Z., Sajadi, S. A., Afaghi, E., Fournier, A., Aliyari, S., Ahmadi, Y., & Hazrati, E. (2021). Explaining the experiences of nursing administrators, educators, and students about education process in the COVID-19 Pandemic: A qualitative study. BMC Nursing, 20(1). https://doi.org/10.1186/s12912-021-00666-4

Ramos-Morcillo, A. J., Leal-Costa, C., Moral-García, J. E., & Ruzafa-Martínez, M. (2020). Experiences of nursing students during the abrupt change from face-to-face to E-LEarning education during the first month of confinement due to COVID-19 in Spain. International Journal of Environmental Research and Public Health, 17(15), 5519. https://doi.org/10.3390/ijerph17155519

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Nursing colleges and universities adaptations to clinical learning during the COVID 19 pandemic

Purpose

NR449 Evidence-Based Practice
RUA: Analyzing Published Research Guidelines
The purpose of this paper is to interpret the two articles identified as most important to the group topic.
Course outcomes: This assignment enables the student to meet the following course outcomes.

CO 2: Apply research principles to the interpretation of the content of published research studies. (POs 4 and 8)
CO 4: Evaluate published nursing research for credibility and clinical significance related to evidence-based practice.
(POs 4 and 8)
Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to
this assignment.
Total points possible: 200 points
Preparing the assignment

1. Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.
2. Please make sure you do not duplicate articles within your group.
3. The paper will include the following:

a. Clinical Question (30 points/15%)

1. Describe the problem: What is the focus of your group’s work?
2. Significance of problem: What health outcomes result from your problem? Or what statistics document this
   is a problem? You may find support on websites for government or professional organizations.
3. Purpose of the paper: What will your paper do or describe?
   ***Please note that although most of these questions are the same as you addressed in paper 1, the purpose of this paper is different. You can use your paper 1 for items 1 & 2 above, including any faculty suggestions for
   improvement provided as feedback.

b. Evidence Matrix Table: Data Summary (Appendix A) – (60 points/30%) Categorize items in the Matrix Table, including proper in-text citations and reference list entries for each article.

1.  References (recent publication within the last 5 years)
2. Purpose/Hypothesis/Study Question(s)
3. Variables: Independent (I) and Dependent (D)
4. Study Design
5. Sample Size and Selection
6. Data Collection Methods
7. Major Findings (Evidence)

c. Description of Findings (60 points/30%)

Describe the data in the Matrix Table, including proper intext citations and reference list entries for each article.

1. Compare and contrast variables within each study.
2. What are the study design and procedures used in each study; qualitative, quantitative, or mixed method
   study, levels of confidence in each study, etc.?
3. Participant demographics and information.
4. Instruments used, including reliability and validity.
5. How do the research findings provide evidence to support your clinical problem, or what further evidence
   is needed to answer your question?
6. Next steps: Identify two questions that can help guide the group’s work.

d. Conclusion (20 points/10%)
Review major findings in a summary paragraph.

1. Evidence to address your clinical problem.
2. Make a connection back to all the included sections.
3. Wrap up the assignment and give the reader something to think about.

e. Format (30 points/15%)

1. Correct grammar and spelling
2. Include a title and reference page
3. Use of headings for each section:
   o Problem
   o Synthesis of the Literature
   − Variables
   − Methods
   − Participants
   − Instruments
   − Implications for Future Work
4. Conclusion
5. Adheres to current APA formatting and guidelines
6. Include at least two (2) scholarly, current (within 5 years) primary sources other than the textbook
7.  3-4 pages in length, excluding appendices, title and reference pages
   For writing assistance (APA, formatting, or grammar) visit the APA Citation and Writing page in the online library.
   Please note that your instructor may provide you with additional assessments in any form to determine that you fully understand the concepts learned.

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