ArticleNurse education today2022
The experience of baccalaureate clinical nursing faculty transitioning to emergency remote clinical teaching during the COVID-19 pandemic: Lessons for the future.
Article in Nurse education today, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers, 2 of them syntheses that pooled it.
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Who cites it
9 citing papers in PubMed, 2 syntheses or guidelines pooled it, 25 citations in OpenAlex.
- Nursing Faculty Experiences With Emergent Remote Teaching Transitions: A Qualitative Systematic Review.Computers, informatics, nursing : CIN · 2026Pooled it
- Navigating nursing curriculum change during COVID-19 pandemic: A systematic review and meta-synthesis.Nurse education in practice · 2022Pooled it
- Are We Stepping Back? Findings From an Italian Study on Post-Pandemic Changes in Nursing Education.International nursing review · 2025Article
- Nursing Education During the SARS-COVID-19 Pandemic: The Implementation of Information and Communication Technologies (ICT).Medical science educator · 2024Review
- COVID-19 and nurse faculty caring: A meta-synthesis.Heliyon · 2024Review
- Technological Challenges and Solutions in Emergency Remote Teaching for Nursing: An International Cross-Sectional Survey.Healthcare informatics research · 2024Article
- Alternative Clinical Practice Experiences of Korean Nursing Students during the COVID-19 Pandemic.Healthcare (Basel, Switzerland) · 2023Article
- Nursing lecturers' perception toward E-learning approaches used in nursing colleges: Scoping review.Journal of professional nursing : official journal of the American Association of Colleges of NursingArticle
- Stakeholder Perspectives of the Adoption and Effectiveness of Digital Learning in Midwifery Education in Africa: A Scoping Review.SAGE open nursingReview
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundExperiential clinical learning in undergraduate nursing education allows for fusion of nursing knowledge with practice to ensure the development of competent graduate nurses. The global COVID-19 pandemic necessitated an abrupt transition from in-person clinical educational experiences to emergency remote clinical teaching.
objectivesThe purpose of this study was to describe the experiences of baccalaureate nursing clinical faculty who transitioned from in-person clinical to emergency remote clinical teaching during the COVID-19 pandemic in spring 2020.
designA qualitative descriptive design was used.
settingThe study took place in the United States.
participantsNineteen baccalaureate nursing clinical faculty participated in the study.
methodsParticipants engaged in semi-structured, in-depth, online interviews.
resultsFive themes emerged from the data: transition, collaboration and support, the joy of teaching, authentic professional experience, and the overarching primary theme, stress of the moment.
conclusionsThe transition to emergency remote clinical teaching during the COVID-19 pandemic caused stress and anxiety. However, there were important lessons learned about how to best support students and faculty while providing a robust online learning experience. Understanding the experiences of clinical nursing faculty during this abrupt transition can support recommendations for best practices in the future.
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Registered trials
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.