Evidence map›Paper›PMID 34416886›Full record

ArticleBMC nursing2021

Explaining the experiences of nursing administrators, educators, and students about education process in the COVID-19 pandemic: a qualitative study.

Zahra Farsi, Seyedeh Azam Sajadi, Effat Afaghi, Andrew Fournier, Shahla Aliyari, Yazdan Ahmadi, Ebrahim Hazrati

Open access · goldAbstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in BMC nursing, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 20 papers, 2 of them syntheses that pooled it.

0numbers the graph read from it
0cells of the map it votes in
20citing papers in PubMed, 2 pooled it
6.5field-weighted citation impact, top 3% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

20 citing papers in PubMed, 2 syntheses or guidelines pooled it, 52 citations in OpenAlex.

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  19. Work-life balance and professional quality of life among nurse faculty during the COVID-19 pandemic.Journal of professional nursing : official journal of the American Association of Colleges of Nursing
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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

7 authors at 2 institutions in 2 countries.

Zahra FarsiMedical-Surgical Nursing, Research and Community Health Departments, Faculty of Nursing, Aja University of Medical Sciences, Tehran, Iran.
Seyedeh Azam SajadiDepartment of Nursing Management, Faculty of Nursing, Aja University of Medical Sciences, Tehran, Iran. arasajadi@yahoo.com.
Effat AfaghiDepartment of Medical-Surgical Nursing, Faculty of Nursing, Aja University of Medical Sciences, Tehran, Iran.
Andrew FournierCollege of Doctoral Studies, Grand Canyon University, Phoenix, AZ, USA.
Shahla AliyariDepartment of Maternal Newborn Health, Faculty of Nursing, Aja University of Medical Sciences, Tehran, Iran.
Yazdan AhmadiDepartment of Emergency Nursing, Faculty of Nursing, Aja University of Medical Sciences, Tehran, Iran.
Ebrahim HazratiCritical Care Medicine, Trauma Research Center, Aja University of Medical Sciences, Tehran, Iran.
Aja University of Medical Sciences · IRGrand Canyon University · US

Funding

This article resulted from the research project found by the Aja University of Medical Sciences with code no. 599662, dated June 15, 2020. Funders did not play any role in the conceptualization, design, drafting and approval of the manuscript. 599662
6 · The paper itself

Abstract

backgroundThe coronavirus disease 2019 (COVID-19) has severely influenced various aspects of human life, particularly education. This study aimed to explain the impact of the COVID-19 pandemic on nursing education from administrators, educators, and students' perspectives.

methodsThis qualitative study with a conventional content analysis approach was conducted from June to October 2020 at a nursing school in Tehran. Thirteen participants were enrolled using purposive sampling. Data collection was through in-depth and semi-structured interviews and continued until reaching data saturation. Nursing administrators, educators, and students constructed interviews to understand nursing education changes during the pandemic. All interviews were recorded, transcribed, reviewed, coded, and analyzed using the Graneheim and Lundman methods.

resultsInterviewed respondents included administrators and professors (n = 6) and nursing students (n = 7). The respondents reported five main topic areas: (1) safe management in ambiguous situations; (2) perceived situations; (3) adaptive coping; (4) educational facilitators and challenges, and (5) continuing education in an uncertain context. The central theme was "close conflict of education with COVID-19".

conclusionsThe current study noted instability and challenges placed on nursing education during the pandemic. Opportunities were addressed during the pandemic to improve the nursing training process using planning, scientific management, emerging technology, innovative educational opportunities, and comprehensive support from institutional stakeholders. Clear guidelines and recommendations are needed to ensure medical education safety during the pandemic.

Indexed as

COVID-19EducationNursingPandemicQualitative Study

Identifiers

PMID34416886
PMCPMC8377325
OpenAlexW3196224400

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.