Evidence map›Paper›PMID 35803644›Full record

ArticleJournal of professional nursing : official journal of the American Association of Colleges of Nursing

Maternal and Child Health Nursing education before and during COVID-19: An exploratory descriptive study.

Lael Ridgway, Lisa McKenna, Stacey Hokke, Naomi Hackworth, Jan M Nicholson

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PubMed Full text at PMC Publisher
In one paragraph

Article in Journal of professional nursing : official journal of the American Association of Colleges of Nursing. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers, 1 of them a synthesis that pooled it.

0numbers the graph read from it
0cells of the map it votes in
3citing papers in PubMed, 1 pooled it
–field-weighted citation impact
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

3 citing papers in PubMed, 1 synthesis or guideline pooled it.

  1. Pooled it
  2. Article
  3. Review
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

5 authors.

Lael RidgwaySchool of Nursing and Midwifery, College of Science, Health and Engineering, La Trobe University, Australia; Judith Lumley Centre, La Trobe University, Australia. Electronic address: l.ridgway@latrobe.edu.au.
Lisa McKennaSchool of Nursing and Midwifery, College of Science, Health and Engineering, La Trobe University, Australia. Electronic address: l.mckenna@latrobe.edu.au.
Stacey HokkeJudith Lumley Centre, La Trobe University, Australia. Electronic address: s.hokke@latrobe.edu.au.
Naomi HackworthJudith Lumley Centre, La Trobe University, Australia; Parenting Research Centre, Australia; Murdoch Childrens Research Institute, Australia. Electronic address: nhackworth@parentingrc.org.au.
Jan M NicholsonJudith Lumley Centre, La Trobe University, Australia. Electronic address: j.nicholson@latrobe.edu.au.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundMajor disruptions to higher education during COVID-19 resulted in a rapid shift to online learning and associated adaptations to teaching and assessment practices, including for postgraduate programs requiring practical skill development such as nursing and midwifery. Educator perspectives of this transition have not been widely studied. PURPOSE: This qualitative descriptive study aimed to describe Australian postgraduate Maternal, Child and Family Health nurse educators' perceptions of COVID-19 impacts on student knowledge of theory and practice, and lessons learned through their responses.

methodSemi-structured interviews were reflexively thematically analyzed.

resultsAll participants recognized struggles, opportunities and innovations within three key themes: "We've learned how to be flexible": Grappling with COVID-safe teaching and assessment; "Chat rooms and Zoomland": Learning in a virtual community; and "We've had a few struggles": Clinical placement tensions. Educators described a sense of uncertainty, increased flexibility, opportunities for change and new ways of connecting. They adapted by developing new online resources and broadening clinical practicum and assessment requirements to address new practice approaches including telehealth.

conclusionsRapidly changing practice requirements and concerns about risk of disease transfer between workplace and placement venues restricted placement opportunities. Educators learned and incorporated new skills and strategies into their teaching, while aiming to meet professional expectations and maintain quality of education. Some strategies are likely to be maintained for future education programs.

Indexed as

COVID-19Education, NursingAustraliaChildChild HealthFaculty, NursingHumansCommunity health nursingCOVID-19 pandemicMaternal-child healthQualitative studiesSpecialist nurse educationTelehealth

Identifiers

PMID35803644
PMCPMC9078752

What OpenQuestion holds

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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.