Evidence map›Paper›PMID 36150292›Full record

ArticleNurse education today2022

Coping with COVID-19. Work life experiences of nursing, midwifery and paramedic academics: An international interview study.

Janie Brown, Susan Slatyer, Samantha Jakimowicz, Jill Maben, Pauline Calleja, Helen Donovan, Lynette Cusack, Dawn Cameron, Vicki Cope, Tracy Levett-Jones and 7 more

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In one paragraph

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 8 papers.

0numbers the graph read from it
0cells of the map it votes in
8citing papers in PubMed
–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

8 citing papers in PubMed.

  1. Preparedness of the Emergency Medical Services Educational System: Pandemic Barriers and Adaptations.Journal of the American College of Emergency Physicians open · 2026
    Article
  2. Article
  3. Article
  4. The evolving role of paramedicine educators: A scoping review.African journal of emergency medicine : Revue africaine de la medecine d'urgence · 2025
    Review
  5. Article
  6. Article
  7. Article
  8. Article
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

17 authors.

Janie BrownCurtin University, Australia. Electronic address: janie.brown@curtin.edu.au.
Susan SlatyerMurdoch University, Australia.
Samantha JakimowiczUniversity of Technology Sydney, Australia.
Jill MabenUniversity of Surrey, UK.
Pauline CallejaCentral Queensland University, Australia.
Helen DonovanQueensland University of Technology, Australia.
Lynette CusackUniversity of Adelaide, Australia.
Dawn CameronUniversity of the West of Scotland, UK.
Vicki CopeMurdoch University, Australia.
Tracy Levett-JonesUniversity of Technology Sydney, Australia.
Moira WilliamsonCentral Queensland University, Australia.
Karen KlocknerCentral Queensland University, Australia.
Alison WalshUniversity of Adelaide, Australia.
Melissa Arnold-ChamneyUniversity of Adelaide, Australia.
Olivia HollingdrakeQueensland University of Technology, Australia.
Debra ThomsQueensland University of Technology, Australia.
Ravani DugganCurtin University, Australia.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundThe COVID-19 global pandemic was declared in March 2020. By June 2022, the total deaths worldwide attributed to COVID-19 numbered over 6.3 million. Health professionals have been significantly impacted worldwide primarily those working on the frontline but also those working in other areas including nursing, midwifery, and paramedic higher education. Studies of occupational stress have focused on the clinical health professional roles but scant attention has been drawn to the pressures on university-based academic staff supporting and preparing professionals for frontline health work. DESIGN AND

objectivesThis qualitative study sought to explore the challenges experienced by health academics (nurses, midwives and paramedics), during COVID-19 and identify strategies enlisted. SETTING AND

participantsSix Australian and two United Kingdom universities collaborated, from which 34 health academics were individually interviewed via video or teleconference, using six broad questions. Ethical approval was obtained from the lead site and each participating University. DATA ANALYSIS: Thematic analysis of the data was employed collaboratively across institutions, using Braun and Clarke's method.

resultsData analysis generated four major themes describing academics': Experiences of change; perceptions of organisational responses; professional and personal impacts; and strategies to support wellbeing. Stress, anxiety and uncertainty of working from home and teaching in a different way were reported. Strategies included setting workday routine, establishing physical boundaries for home-working and regular online contact with colleagues.

conclusionsThe ability of nursing, midwifery and, paramedic academic staff to adapt to a sudden increase in workload, change in teaching practices and technology, while being removed from their work environment, and collegial, academic and technological supports is highlighted. It was recognised that these changes will continue post-COVID and that the way academics deliver education is forever altered.

Indexed as

COVID-19MidwiferyAdaptation, PsychologicalAllied Health PersonnelAustraliaFemaleHumansLife Change EventsPregnancyQualitative ResearchCOVID-19 pandemicMidwife academicNurse academicOccupational stressParamedic academicProfessional roleQualitativeWell-being

Identifiers

PMID36150292
PMCPMC9482167

What OpenQuestion holds

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Registered trials

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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.