Evidence map›Paper›PMID 36327596›Full record

SynthesisNurse education in practice2022

Navigating nursing curriculum change during COVID-19 pandemic: A systematic review and meta-synthesis.

Shefaly Shorey, Travis Lanz-Brian Pereira, Wei Zhou Teo, Emily Ang, Tang Ching Lau, Dujeepa D Samarasekera

Registry-linked trialAbstract readSystematic Review
PubMed Full text at PMC Publisher
In one paragraph

Synthesis in Nurse education in practice, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT06001879 (Protocol Title), which is not on this map. Cited by 18 papers, 2 of them syntheses that pooled it.

0numbers the graph read from it
0cells of the map it votes in
18citing papers in PubMed, 2 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.

NCT06001879 naunknown statusnot on this map

Protocol Title : Development, Validation, and Evaluation of the Effectiveness of Simulation in Basic Life Support Training (SBLST) on Newly Employed Nurses in Governmental Jordanian Hospitals.

TypeinterventionalSponsoryousef Shukry Mohammad Abu-WardehRan2022 to 2024Enrolled102ConditionsHealthy Nurses, Educational ActivitiesArmsSimulation in basic life support training (SBLST), standard treatment by using an AHA-BLS 2020 brochure
3 · Its place in the literature

Who cites it

18 citing papers in PubMed, 2 syntheses or guidelines pooled it.

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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

6 authors.

Shefaly ShoreyAlice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore; National University Health System, Singapore. Electronic address: nurssh@nus.edu.sg.
Travis Lanz-Brian PereiraAlice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD11, 10 Medical Drive, 117597, Singapore. Electronic address: pereiratravislanzbrian@u.nus.edu.
Wei Zhou TeoAlice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD11, 10 Medical Drive, 117597, Singapore. Electronic address: weizhou@nus.edu.sg.
Emily AngAlice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore; National University Health System, Singapore. Electronic address: nuranke@nus.edu.sg.
Tang Ching LauYong Loo Lin School of Medicine, NUHS Tower Block, Level 1, 1 E Kent Ridge Road, 119228, Singapore. Electronic address: mdcltc@nus.edu.sg.
Dujeepa D SamarasekeraCentre for Medical Education, National University of Singapore, Clinical Research Centre, Level 5, 10 Medical Drive, 117597, Singapore. Electronic address: meddds@nus.edu.sg.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

aimTo consolidate the evidence around the experiences of nursing undergraduates and faculty members navigating through remote and online education during the COVID-19 pandemic.

backgroundThe Coronavirus disease 2019 caused by the SARS-CoV-2 Virus (COVID-19) has placed massive pressure on healthcare, economic and education systems globally. Restrictive social distancing policies and public health measures necessitated educational institutions to switch from face-to-face to remote and online education to sustain the learning process. These changes have created an uncertain path and undue stress for healthcare learners and faculty, especially for professional roles that traditionally require more hands-on and access to clinical practice particularly pre-licensure nursing students. As such, there is an urgent need to consolidate evidence on the experiences of nursing undergraduates and faculty members as they navigate the rapid transition from face-to-face to remote and online education to ensure continuity of learning in achieving optimal learning outcomes and to support them during current and future public health crises.

designA systematic review and meta-synthesis of the qualitative literature was undertaken using Sandelowski and Barroso's approach.

methodsSix electronic databases, CINAHL, Embase, ERIC, PsycINFO, PubMed and Scopus, were searched systematically using the eligibility criteria from December 2019 to September 2022. The Critical Appraisal Skills Program checklist for qualitative studies was used to conduct the critical appraisal of the selected articles.

resultsForty-seven studies were included in this review, which encapsulates the experiences of 3052 undergraduates and 241 faculty members. An overarching meta-theme 'Remote and online education: a rollercoaster ride', emerged along with three main meta-themes: (1) Transition to remote and online education: A turbulent road, (2) Acceptance of the untravelled road, (3) Hopes and recommendations for the road ahead.

conclusionTo improve nursing undergraduates' and faculty member's navigation of remote and online education, more institutions should move towards establishing hybrid education as the new 'normal' and exercise prudence in the organisation and delivery of curriculum, teaching, well-being and clinical attachment contingencies of their healthcare courses.

Indexed as

COVID-19Education, DistanceCurriculumHumansPandemicsSARS-CoV-2COVID-19CurriculumDistanceEducationFacultyNursingPandemicsQualitativeStudentsSystematic review

Identifiers

PMID36327596
PMCPMC9610673

What OpenQuestion holds

Textmetadata
Read underepoch 390

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.