ArticleBMC nursing2025
The impact of the COVID-19 pandemic on faculty in nursing education: a scoping review.
Article in BMC nursing, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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.
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.
Who cites it
1 citing paper in PubMed.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThe COVID-19 pandemic influenced the delivery of nursing education worldwide. The objective of this scoping review was to map the existing research literature on how the COVID-19 pandemic impacted faculty in nursing education professionally and personally.
methodsThe framework of Joanna Briggs Institute Manual for Evidence Synthesis guided the development of this scoping review. Publications were searched for in the following databases: Medline, Embase, CINAHL, ERIC, Epistemonikos, Cochrane, Web of Science, Scopus, in addition to Teacher Reference Center, and Google Scholar. Frequency counts were registered to record the characteristics of sources of evidence. Frequency counts and summarized descriptions were then used to understand how nursing faculty was affected professionally and personally.
resultsAfter screening a total of 8525 publications, 34 articles were found eligible for inclusion. The publications originated worldwide with the majority from North America and Asia. Included studies made use of qualitative, quantitative, and mixed methods to illuminate, experiences and descriptions of the challenges facing nursing faculty in academia during the COVID-19 pandemic. The nursing faculty was professionally impacted by COVID-19 pandemic as it led to an online working environment, challenging workloads, working hours, teaching methods, and less focus on research. The personal impact of the COVID-19 pandemic on faculty members was related to physical, emotional and social aspects.
conclusionsThis scoping review mapped the literature on how the COVID-19 pandemic impacted faculty in nursing education professionally and personally. Nursing education was unprepared for such a crisis. Our findings call for future studies focusing on long term online working environment for nursing faculty is encouraged as it will benefit nursing education.
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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.