Perception of online teacher self-efficacy: A multi-state study of nursing faculty pivoting courses during COVID 19

Preparing nursing students for clinical placement using synchronous role-play telesimulation: A descriptive survey study

BACKGROUND

Contemporary teaching modalities in nurse education include teaching clinical skills via telesimulation. The effectiveness of this modality has not been evaluated.

OBJECTIVE

To evaluate undergraduate nursing students' and clinical facilitators' perceptions of student preparedness for placement when clinical skills are taught via role-play telesimulation using home equipment packs.

DESIGN

A descriptive survey study was employed to measure and explore perceptions using Likert scales and open-structured questions delivered via an anonymous online survey.

SETTING

Clinical placement after undertaking preparation via role-play telesimulation for students at an Australian university.

PARTICIPANTS

Data were collected from 180 undergraduate nursing students and 22 clinical facilitators.

METHODS

Quantitative data were analysed using statistical analysis software, SPPS. Open ended responses to survey questions were analysed through the application of Elo and Kyngas (2008) three phases of content analysis.

RESULTS

Seventy-eight percent of students felt prepared for placement, and 86 % of clinical facilitators believed that students were adequately prepared. Three major categories were identified from students' responses: sense of community, learning logistics, and sense of comfort. Three categories emerged from clinical facilitators' responses: nervous and anxious, confidence and preparedness.

CONCLUSIONS

Findings from this study suggest that role-play telesimulation with home equipment packs is a viable, achievable, sustainable and effective modality for teaching hands-on practical skills to prepare undergraduate nursing students for industry placement.

Technological Challenges and Solutions in Emergency Remote Teaching for Nursing: An International Cross-Sectional Survey

OBJECTIVES

With the sudden global shift to online learning modalities, this study aimed to understand the unique challenges and experiences of emergency remote teaching (ERT) in nursing education.

METHODS

We conducted a comprehensive online international cross-sectional survey to capture the current state and firsthand experiences of ERT in the nursing discipline. Our analytical methods included a combination of traditional statistical analysis, advanced natural language processing techniques, latent Dirichlet allocation using Python, and a thorough qualitative assessment of feedback from open-ended questions.

RESULTS

We received responses from 328 nursing educators from 18 different countries. The data revealed generally positive satisfaction levels, strong technological self-efficacy, and significant support from their institutions. Notably, the characteristics of professors, such as age (p = 0.02) and position (p = 0.03), influenced satisfaction levels. The ERT experience varied significantly by country, as evidenced by satisfaction (p = 0.05), delivery (p = 0.001), teacher-student interaction (p = 0.04), and willingness to use ERT in the future (p = 0.04). However, concerns were raised about the depth of content, the transition to online delivery, teacher-student interaction, and the technology gap.

CONCLUSIONS

Our findings can help advance nursing education. Nevertheless, collaborative efforts from all stakeholders are essential to address current challenges, achieve digital equity, and develop a standardized curriculum for nursing education.

Education and Training Adaptations for Health Workers during the COVID-19 Pandemic: A Scoping Review of Lessons Learned and Innovations

Introduction: The COVID-19 pandemic has considerably impacted the clinical education and training of health workers globally, causing severe disruptions to learning environments in healthcare facilities and limiting the acquisition of new clinical skills. Consequently, urgent adaptation measures, including simulation training and e-learning, have been implemented to mitigate the adverse effects of clinical education. This scoping review aims to assess the impact of COVID-19 on medical education and training, examine the implemented adaptation measures, and evaluate their effectiveness in improving health workers' education and training during the pandemic. Methods: Employing the PRISMA-ScR framework and Arksey and O'Malley's methodological guidance, we conducted a scoping review, systematically searching PubMed, medRxiv, Google, and DuckDuckGo databases to account for the grey literature. The search included studies published between 1 December 2019 and 13 October 2021, yielding 10,323 results. Of these, 88 studies focused on health worker education and training during the pandemic. Results: Our review incorporated 31,268 participants, including physicians, medical trainees, nurses, paramedics, students, and health educators. Most studies (71/88, 81%) were conducted in high-income and lower-middle-income countries. The pandemic's effects on health workers' clinical skills and abilities have necessitated training period extensions in some cases. We identified several positive outcomes from the implementation of simulation training and e-learning as adaptation strategies, such as enhanced technical and clinical performance, increased confidence and comfort, and an expanded global educational outreach. Conclusions: Despite challenges like insufficient practical experience, limited interpersonal interaction opportunities, and internet connectivity issues, simulation training, e-learning, and virtual training have proven effective in improving clinical education and training during the COVID-19 pandemic. Further research is required to bolster preparedness for future pandemics or similar situations.

Nursing Faculty Job Satisfaction During COVID-19: A Mixed-Methods Study

AIM

The aim of this study was to understand stress, resilience, and compassion satisfaction of nursing faculty during the COVID-19 pandemic and identify factors related to their job satisfaction.

BACKGROUND

The impacts of COVID-19 on faculty stress, resilience, compassion satisfaction, and job satisfaction were unknown.

METHOD

A mixed-methods survey was distributed electronically to nursing faculty in the United States.

RESULTS

Compassion satisfaction and resilience were positively correlated with job satisfaction; stress and job satisfaction were negatively correlated. Feeling safe to teach, feeling supported by administration, and spending more hours teaching online were positively associated with job satisfaction. Three themes were identified: challenges in the workplace, struggles with personal stressors, and building capacity in the face of the unknown.

CONCLUSION

Faculty reported a strong professional commitment to nursing education during the COVID-19 pandemic. Leadership that supported faculty through concern for their safety contributed to participants' ability to respond to the challenges experienced.

Instructors' self-efficacy, perceived benefits, and challenges in transitioning to online learning

Drawing on social cognitive theory, this study investigated instructors' online teaching self-efficacy during the sudden, COVID-19-induced transition to online teaching. The pandemic has forced instructors to shift to online teaching, arming them with valuable hands-on experience in this alternative teaching mode. This study examined instructors' online teaching self-efficacy, perceived benefits, intention to implement online teaching strategies in their future teaching, and the challenges encountered during this transition. A total of 344 instructors completed the developed and validated questionnaire. The data were analyzed using multiple linear regression modeling, using the stepwise estimation technique. The findings demonstrate that affiliated universities, the quality of online learning, and previous use of learning management systems (LMS) are significant predictors of instructors' online teaching self-efficacy. Online teaching self-efficacy, along with gender, quality of online learning, and professional training are significant predictors of the perceived benefits of online learning during emergencies. Meanwhile, the quality of online learning and professional training are significant predictors of instructors' intention to implement online teaching strategies and learning technology tools. Instructors ranked remote assessment as the most challenging factor in online teaching during emergencies, and internet access or internet speed as the first and most complicated hindrance for students in this transition. This study helps in understanding instructors' online teaching self-efficacy during the sudden transition and the positive consequences of shifting to the online mode due to the COVID-19 pandemic on the higher education field. Recommendations and implications are discussed.

Faculty Perception of Student Engagement in Online Anatomy Laboratory Courses During the COVID-19 Pandemic

When the social distancing guidelines, as a result of the COVID-19 pandemic, caused universities to close campuses, there was a rapid shift in the course delivery methods of human gross anatomy laboratory sessions. Courses were delivered online, and this change created new challenges for anatomy faculty to engage students effectively. This profoundly impacted student-instructor interactions, the quality of the learning environment, and successful student outcomes. Because of the importance of student interaction and engagement for hands-on laboratory courses like anatomy, which rely on cadaver dissections and in-person learning communities, as well as the novel opportunity, this qualitative study sought to explore the faculty perspectives of transitioning their in-person laboratory sessions online and unearth their experience with student engagement in this new teaching format. The Delphi technique was used to explore this experience in two rounds of qualitative inquiry using questionnaires and semi-structured interviews, and thematic analysis was used to analyze the data, identifying codes and building themes. The study utilized indicators of student engagement in online courses to formulate four themes: instructor presence, social presence, cognitive presence, and reliable technology design and access. These were constructed based on the factors faculty used to maintain engagement, new challenges they faced, and strategies deployed to overcome these challenges and engage students in the new learning format. These are supported by strategies such as using video and multimedia, ice-breaker activities, chat and discussion features, immediate and personalized feedback, and virtual meeting via synchronous sessions. These themes highlight important lessons that faculty designing online anatomy laboratory courses can use to guide their course design, and institutions and instructional design faculty can use to inform best practices and faculty development efforts. Additionally, the study calls for further research to design a standardized and global assessment tool that measures student engagement in the online learning environment.

Nurse Educators' Perceptions and Self-efficacy in Response to COVID-19: A Scoping Review

BACKGROUND

During the COVID-19 pandemic, nurse educators had to adapt quickly to required changes in nursing education following isolation mandates. Educators worked diligently to provide a quality remote/online educational experience with limited resources.

PURPOSE

The purpose of this review was to explore nurse educators' perceptions and self-efficacy toward the transformation from the traditional face-to-face teaching to remote/online teaching and simulation/laboratory modifications in response to the COVID-19 pandemic.

METHODS

A scoping review, informed by PRISMA-SCR guidelines, was performed in PubMed, Web of Science, CINAHL Complete, OVID MEDLINE, and Google Scholar.

RESULTS

There were 34 articles included in the final review, with 7 themes identified: teaching pedagogy, technology challenges, online teaching role, learning environment, leadership, clinical education, and well-being.

CONCLUSIONS

The review is relevant to nursing faculty across the globe. Planning for future pandemics should include self-care, use of evidence-based practices, protocols, and increased communication.

Practical Implications of Online Learning with Nurses During Coronavirus Disease 2019

This study explores how teaching practices were impacted by coronavirus disease 2019 (COVID-19) in a fully online nursing program. In-depth interviews were conducted of faculty in an online nursing program. The findings of the study suggest that the COVID-19 pandemic was challenging for the faculty members, but still they considered it an opportunity for personal and professional growth; they used this disruption to humanize their teaching practices by focusing on self-care to support their students in the challenging times of a global pandemic. The members also mentioned institutional support was crucial for their perseverance, growth, and job satisfaction.

The difference of primary school teachers' online teaching satisfaction in subject and educational level

The growth of online education requires high-quality online teaching. Teachers' satisfaction with online teaching is of great significance for improving online teaching effectiveness. This study was to explore the primary school teachers' online teaching satisfaction during the spread of COVID-19 from Shanghai, who have experienced online teaching, and explore whether there were differences of teachers' online teaching satisfaction in subject and educational level. 939 teachers from Shanghai participated in the study. The non-parametric Mann-Whitney U test and Kruskal-Wallis test of variance were performed. Results showed that teachers' online teaching satisfaction was at a high level. Moreover, there was a significant difference in teachers' subject and educational level on online teaching satisfaction. In terms of subject differences of teachers, there were significant differences in resource suitability (RS) among teachers of different subjects. Therefore, it is recommended that each subject should develop the online teaching resources to support teachers' online teaching. In terms of the differences in teachers' educational levels, there were no significant differences between the satisfaction of college-level teachers on non-technical variables such as content selectivity (CS) and teachers with undergraduate and graduate degrees, and only on technical variables such as self-efficacy (SE), resource suitability (RS), ease of use (EU), and intention to use (IU). Given the national context in China, the difference in educational levels may be more reflected in the age of the teachers. For teachers with college educational level, due to their older age, rather than simply enhancing motivation and improving learning ability to increase online teaching satisfaction, emphasis should be placed on providing appropriate teaching service support to help improve online teaching effectiveness. The findings provide new empirical evidence, strategies and Chinese experience for promoting teachers' online teaching satisfaction.

Work-life balance and professional quality of life among nurse faculty during the COVID-19 pandemic

Background

The rapid transition to online teaching during the COVID-19 pandemic created additional stress and workload issues for nurse faculty. Burnout has been reported in nurse faculty who cite workplace factors that influence satisfaction and work-life balance as major contributing factors.

Purpose

The purpose of this study was to examine life balance and professional quality of life among nurse faculty (N = 216) in 2021 during the first year of the COVID-19 pandemic and to describe the challenges of delivering virtual learning experiences.

Methods

A cross-sectional design was utilized to survey nurse faculty using the Life Balance Inventory and the Professional Quality of Life Scale. Descriptive statistics and correlations were calculated.

Results

Nurse faculty reported an unbalanced life balance (median = 1.76), average compassion satisfaction (median = 40.00), average burnout (median = 24.00), and low secondary traumatic stress (median = 21.00). Narrative themes included (1) COVID-19 pandemic has made balance nearly impossible, (2) Intentional disconnection from work activities, (3) Challenging/changing priorities, (4) Promoting a healthy work environment, and (5) Moral distress and exhaustion.

Discussion

Understanding the factors that influence nurse faculty delivery of virtual learning experiences during the COVID-19 pandemic may provide opportunities to improve nurse faculty work-life balance and professional quality of life.

Online Teaching Self-efficacy of Group Counseling Instructors during the COVID-19 Pandemic

Due to the COVID-19 pandemic, many counseling-related programs switched to online teaching modalities. Group counseling instructors may face various challenges in teaching group counseling courses online. With a mixed-method design, this study explored group counseling instructors' online teaching self-efficacy by collecting survey responses from 39 group counseling instructors and interviewing eight instructors from the programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). The instructors demonstrated a general high teaching self-efficacy with concerns about students' engagement. Facilitating and hindering factors related to online teaching self-efficacy are identified. Implications and recommendations for instructors, counseling-related programs, and the counseling profession are also discussed.

The Impact of Teacher Competence in Online Teaching on Perceived Online Learning Outcomes during the COVID-19 Outbreak: A Moderated-Mediation Model of Teacher Resilience and Age

During the COVID-19 pandemic, teachers had to conduct online classes because of the breakdown of school learning. Teacher competence has a great impact on the students' learning outcomes in online learning. Teacher resilience is also important to help teachers survive and achieve a high level of well-being in emergency situations. Previous studies have explored the protective and risk factors of teacher resilience, among which teacher competence in various aspects is included. In addition, teachers' age differences in competence and resilience have been the focus of past studies. However, few studies have investigated the impact of teacher competence on students' online learning outcomes, the mediating role of teacher resilience, and the moderating effect of age when teachers participate in emergent online teaching. To address the above gap, this study explored teachers' perceptions of students' online learning outcomes and how teacher competence in online teaching and resilience can predict these outcomes. The data of 159,203 participants were collected and subjected to correlation analyses and a moderated-mediation effect test. The results indicated that (1) teacher competence in online teaching was positively related to perceived online learning outcomes; (2) teacher resilience was positively related to the teachers' perceived online learning outcomes; (3) teacher resilience played a partial mediating role between teacher competence in online teaching and perceived online learning outcomes; and (4) teachers' age moderated the direct and indirect relation between teacher competence in online teaching and perceived online learning outcomes. The findings imply that teachers should strengthen their own teaching competence and their resilience before conducting online teaching. In addition, this study proposes intervention strategies to enhance teachers' resilience and well-being through teacher competence cultivation and provides suggestions for different age levels of teachers to develop and train their online teaching competence and resilience in the future.

The Selectivity and Suitability of Online Learning Resources as Predictor of the Effects of Self-Efficacy on Teacher Satisfaction During the COVID-19 Lockdown

Online learning resources (OLR) play an important role in teaching and learning in the process of online learning. Teachers will be satisfied with selectable and suitable online learning resources, which can promote their self-efficacy to facilitate online teaching and learning. This study proposed a model to examine the effects of the selectivity of online learning resources (SE-OLR) and the suitability of online learning resources (SU-OLR) on teachers’ online teaching satisfaction, and the mediating role of technology self-efficacy (TECHN-SE) and online teaching self-efficacy (OT-SE) between them. The results indicated that SE-OLR and SU-OLR positively affected teachers’ online teaching satisfaction; TECHN-SE and OT-SE positively influenced teachers’ online teaching satisfaction, while TECHN-SE and OT-SE played mediating roles between SE-OLR and SU-OLR and teachers’ online teaching satisfaction. The findings have implications for the design and development of online learning resources to improve teachers’ satisfaction and facilitate students’ learning effectiveness and teachers’ online teaching.

Exploring the Experiences of Nursing Faculty during the Coronavirus (COVID-19) Pandemic – A Qualitative Descriptive Study

Aim

To gain an understanding of the experiences of nurse educators during the COVID-19 crisis.

Background

The pandemic forced the closure of colleges and universities nationwide. Nurse educators were challenged to offer didactic and experiential learning in online formats.

Design

Qualitative description.

Method

A purposive sample of 27 nurse educators employed in Maryland participated in semi-structured interviews from February to April 2021. Content analysis was performed by two researchers independently and results compared for thematic analysis.

Results

Three themes were identified: (1) uncertainty within pandemic ambiguity, (2) prioritizing pedagogy, and (3) professional commitment.

Conclusion

Faculty need increased pedagogical support for online teaching. Online pedagogies must include ways to support student emotional well-being and development of clinical judgment. A profession-wide reflection of how nursing education can meet the evolving needs of the health care system, especially when access to clinical sites is limited, is warranted.

Exploring predictors of teachers' self-efficacy for online teaching in the Arab world amid COVID-19

The rapid development of information and communication technologies (ICT), and the unexpected transition to online teaching due to COVID-19 necessitates that teachers should have the knowledge, competent skills and strategies to integrate digital tools and platforms effectively. Literature suggests however that many teachers do not feel confident enough or lack perceived capability in teaching using advanced technologies in classrooms, and do not have positive self-efficacy beliefs towards their online teaching. Hence, the purpose of this mixed-method study is to investigate teachers' self-efficacy (TSE) in online learning environments amid COVID-19. A total of 150 K-12 teachers from six Arab countries were invited to participate in the study. Quantitative and qualitative data revealed that perceived self-efficacy of online teaching was high. Two main factors, receiving support to design online instruction and receiving professional development in online teaching, significantly predict participants' sense of self-efficacy. Teachers who have previous experience in online teaching scored higher on their self-efficacy than teachers with limited or no experience. Student engagement had the weakest correlation between the four scales with the overall self-efficacy. Parental involvement was discovered through the qualitative analysis to be an emerging factor that could enhance teachers' self-efficacy. Recommendations and limitations are further discussed.

Navigating Professional and Personal Knowing Through Reflective Storytelling Amidst Covid-19

The paper offers space for dialogue illustrating reflection as lived, exploring both my personal and professional experiences of grief and loss surrounding the death of my Dad from Covid −19. In my role as a nurse educator, I share understandings of reflection in facilitating learning and person centered practices with students. I illustrate my approach with two stories generating a narrative giving testimony to those who have died and highlighting the ensuing grief for those who have cared for older people during the pandemic. The first reflective story has been shared with students and snapshots of student responses during virtual sessions are incorporated. The second story shifts to a more personal focus reflecting personal knowing. Insights emerge bringing forth personal and professional knowing, about the art and science of holistic nursing. I explore the challenges in separating ourselves from personal knowledge and experience in reflective writing. I invite readers to take time to pause amidst a global healthcare pandemic to consider the potential of reflection to support nurses in recovering from suffering experienced during a pandemic.

The impact of COVID-19 on practice learning in nurse education

The COVID-19 pandemic has impacted healthcare education and delivery, including both theory and practice learning. Academic staff responded rapidly to move teaching online during the first lockdown, with many returning to practice to deliver care or upskill practice staff to work in critical care. Many pre-registration students responded by becoming paid NHS employees, contributing to care delivery while remaining on their programme of study. Practice learning partners, despite the challenges of the pandemic, continued to support students to achieve their registration status. This occurred within the context of the Emergency and Recovery Standards, published by the Nursing and Midwifery Council between March 2020 and September 2021. This paper sets out the response of students, practice learning partners and higher education institutions involved in pre-registration nursing and midwifery programmes.