Objective:
to map the knowledge produced about the repercussions imposed by the COVID-19 pandemic on Nursing training.
Method:
this is a Scoping Review, guided by the recommendations set forth in the Joanna Briggs Institute Reviewer’s Manual and carried out in 15 electronic databases and theses and dissertations repositories. The protocol was registered at the Open Science Framework. The data were analyzed and synthesized into two pre-established analysis categories: positive and negative repercussions; and descriptive statistics.
Results:
33 publications identified, the most cited positive aspects were the development of new teaching strategies adapted to the virtual environment and the training of future professionals in clinical practice in the context of a health crisis. The negative repercussions are related to psychological issues such as increase in the cases of anxiety, stress and loneliness among the students.
Conclusion:
the diverse evidence suggests that remote teaching was a timely emergency way out for the continuity of academic training; however, this educational modality presented positive and negative aspects that need to be rethought for a better systematization of teaching-learning in other contexts that resemble the COVID-19 pandemic.
Descriptors:
Nursing; Education, Nursing; Teaching; Education, Distance; Pandemics; COVID-19
Objetivo:
mapear el conocimiento producido sobre las repercusiones de la pandemia de COVID-19 en la formación en enfermería.
Método:
se trata de una scoping review, guiada por las recomendaciones del Joanna Briggs Institute Reviewer’s Manual realizada en 15 bases de datos electrónicas y repositorios de tesis y disertaciones. El protocolo de esta revisión fue registrado en Open Science Framework. Los datos fueron analizados y sintetizados en dos categorías de análisis establecidas: aspectos positivos y negativos y estadística descriptiva.
Resultados:
se identificaron 33 publicaciones, los aspectos positivos más citados fueron el desarrollo de nuevas estrategias de enseñanza adaptadas al entorno virtual y la formación de futuros profesionales en la práctica clínica en el contexto de una crisis sanitaria. Los aspectos negativos se relacionan con cuestiones psicológicas, como el aumento de casos de ansiedad, estrés y soledad en los estudiantes.
Conclusión:
la evidencia sugiere que la enseñanza a distancia fue una solución de emergencia oportuna para continuar con la formación académica, sin embargo, esta modalidad educativa presentó aspectos positivos y negativos que deben ser repensados para que haya una mejor sistematización de la enseñanza-aprendizaje en otros contextos similares al de la pandemia de COVID-19.
Descriptores:
Enfermería; Educación en Enfermería; Enseñanza; Educación a Distancia; Pandemias; COVID-19
Objetivo:
mapear o conhecimento produzido sobre as repercussões da pandemia COVID-19 na formação em Enfermagem.
Método:
trata-se de uma scoping review, guiada pelas recomendações da Joanna Briggs Institute Reviewer’s Manual realizada em 15 bases de dados eletrônicas e repositórios de teses e dissertações. O protocolo desta revisão foi registrado em Open Science Framework. Os dados foram analisados e sintetizados em duas categorias de análise estabelecidas: aspectos positivos e negativos e estatística descritiva.
Resultados:
33 publicações identificadas, os aspectos positivos mais citados foram o desenvolvimento de novas estratégias de ensino adaptadas ao meio virtual e a capacitação dos futuros profissionais na prática clínica do contexto de crise sanitária. Os aspectos negativos estão relacionados às questões psicológicas, como aumento de casos de ansiedade, estresse e solidão entre os estudantes.
Conclusão:
as evidências sugerem que o ensino remoto foi uma saída emergencial oportuna para a continuidade da formação acadêmica, contudo, esta modalidade educacional apresentou aspectos positivos e negativos que precisam ser repensados para uma melhor sistematização do ensino-aprendizagem em outros contextos que se assemelhem ao da pandemia da COVID-19.
Descritores:
Enfermagem; Educação em Enfermagem; Ensino; Educação à Distância; Pandemias; Infecção por Vírus COVID-19
Highlights:
(1) This review mapped the diverse scientific evidence about the repercussions imposed by the pandemic on Nursing training.
(2) It also highlighted the positive and negative repercussions of the pandemic on Nursing training.
(3) It evidenced the importance of Nursing training in the pandemic context.
(4) Finally, it pointed out teachers’ training for remote teaching in Nursing.
Introduction
The COVID-19 pandemic context imposed changes in society and challenged public authorities, which began to adopt biopolitical control devices to regulate people’s lives, encouraging social distancing and home office(11. Pereira ADJ, Narduchi F, Miranda MGD. Biopolítica e educação: os impactos da pandemia do covid-19 nas escolas públicas. Rev Augustus. 2020; 25 (51): 219-36. https://doi.org/10.15202/1981896.2020v25n51p219
https://doi.org/10.15202/1981896.2020v25...
). Among the changes that affected education there is emergency remote teaching, guided by the Ministry of Education as a temporary substitute model for face-to-face classes, according to Ordinance No. 343, of March 17th, 2020, in order to reduce the contagion caused by the virus and continue the students’ training process.
The demands inherent to this type of teaching are countless, such as access to energy, Internet, digital technologies, software programs and learning materials(22. Ministério da Educação (BR). Portaria n° 343, de 17 de março de 2020. Dispõe sobre a substituição das aulas presenciais por aulas em meios digitais enquanto durar a situação de pandemia do Novo Coronavírus - COVID-19 [Internet]. Diário Oficial da União, 18 mar 2020 [cited 2022 Apr 15]. Available from: https://www.in.gov.br/en/web/dou/-/portaria-n-343-de-17-de-marcode-2020-248564376
https://www.in.gov.br/en/web/dou/-/porta...
)-(33. Caponi S. Covid-19 no Brasil: entre o negacionismo e a razão neoliberal. Estud Av. 2020; 34 (99): 209-24. https://doi.org/10.1590/s0103-4014.2020.3499.013
https://doi.org/10.1590/s0103-4014.2020....
). It is important to note that, according to data from the Brazilian Institute of Geography and Statistics (Instituto Brasileiro de Geografia e Estatística, IBGE), one out of four Brazilians has no Internet access, i.e., 46 million people(44. Instituto Brasileiro de Geografia e Estatística (BR). Acesso à Internet e à televisão e posse de telefone móvel celular para uso pessoal - Pesquisa Nacional por Amostra de Domicílios Contínua - Divulgação anual [Internet]. Rio de Janeiro: IBGE; 2017 [cited 2022 Apr 25]. Available from: https://www.ibge.gov.br/busca.html?searchword=acesso+%C3%A0+internet
https://www.ibge.gov.br/busca.html?searc...
).
Virus contagion prevention strategies in education, supported by the use of information and communication technologies, constituted a way to minimize the losses caused in this field by social isolation, providing the possibility for students to have access to a teaching-learning process(33. Caponi S. Covid-19 no Brasil: entre o negacionismo e a razão neoliberal. Estud Av. 2020; 34 (99): 209-24. https://doi.org/10.1590/s0103-4014.2020.3499.013
https://doi.org/10.1590/s0103-4014.2020....
).
A number of research studies carried out with Nursing students at the technical level point out that several factors have directly affected the students’ quality of life and, therefore, their learning; variables such as economic and social vulnerability, changes in routine, social distancing, risk situations in families, household chores, non-differentiation between the study environment and the home/family environment and multiple remote and face-to-face functions, in addition to impaired mental health, are factors that end up related to low attendance to classes and a greater deficit in learning(55. Garcia VL, Carvalho PM Junior. Educação à distância (EAD), conceitos e reflexões. Medicina (Ribeirão Preto). 2015; 48 (3): 209. https://doi.org/10.11606/issn.2176-7262.v48i3p209-213
https://doi.org/10.11606/issn.2176-7262....
)-(77. Ramos TH, Pedrolo E, Santana LL, Ziesemer NBS, Haeffner R, Carvalho TP. Impact of the sars-cov 2 pandemic on the quality of life of nursing students. Rev Enferm Centro-Oeste Mineiro. 2020; 10: e4042. http://doi.org/10.19175/recom.v10i0.4042
http://doi.org/10.19175/recom.v10i0.4042...
).
Other evidence points out that most higher education Nursing students belong to families of intermediate or low social levels(88. Campos CMS, Dias VFG, Otrenti E, Pascon DM, Meireles E, Mira VL. A study on the social reproduction conditions of nursing undergraduates of two universities in São Paulo. Rev Esc Enferm USP. 2020; 54: e03570. https://doi.org/10.1590/S1980-220X2018052103570
https://doi.org/10.1590/S1980-220X201805...
); therefore, it can be inferred that some students may not have access to the Internet and/or stable computers for use during remote teaching, nor a support network to maintain the current activities, as they need to work to pay for part of the household/family/personal expenses(66. Silva CB, Trindade LL, Kolhs M, Barimacker SV, Schacht L, Bordignon M. Implementação do telemonitoramento de COVID-19: repercussões na formação acadêmica em enfermagem. Rev Gaúcha Enferm. 2021; 42 (esp): e20200395. https://doi.org/10.1590/1983-1447.2021.20200395
https://doi.org/10.1590/1983-1447.2021.2...
)-(88. Campos CMS, Dias VFG, Otrenti E, Pascon DM, Meireles E, Mira VL. A study on the social reproduction conditions of nursing undergraduates of two universities in São Paulo. Rev Esc Enferm USP. 2020; 54: e03570. https://doi.org/10.1590/S1980-220X2018052103570
https://doi.org/10.1590/S1980-220X201805...
).
The study is also justified by the need to discover the possible repercussions on Nursing students both at the technical and higher level, related to the issues already mentioned, as well as the concern with the difficulty of their own training and the possibility of finding a job or enrolling in a graduate course, by postponing(99. Tang W, Hu T, Hu B, Jin C, Wang G, Xie C, et al. Prevalence and correlates of PTSD and depressive symptoms one month after the outbreak of the COVID-19 epidemic in a sample of home-quarantined Chinese university students. J Affect Disord. 2020; 274: 1-7. https://doi.org/10.1016/j.jad.2020.05.009
https://doi.org/10.1016/j.jad.2020.05.00...
) or advancing degrees(1010. Mata JAL, Maffacciolli R, Dresch LSC, Lanzarini TB, Paiva TS, Rocha CMF. Brazil counts on me in the Covid-19 pandemic: a reflective essay on advancing the timeline of Nursing education. Interface (Botucatu). 2021; 25 (Supl.1): e200798. https://doi.org/10.1590/interface.200798
https://doi.org/10.1590/interface.200798...
) due to the lack of professionals in view of the high demand for health services, which can harm consolidation of theoretical knowledge, development of technical skills and decision-making, fundamental competencies for future professionals(1010. Mata JAL, Maffacciolli R, Dresch LSC, Lanzarini TB, Paiva TS, Rocha CMF. Brazil counts on me in the Covid-19 pandemic: a reflective essay on advancing the timeline of Nursing education. Interface (Botucatu). 2021; 25 (Supl.1): e200798. https://doi.org/10.1590/interface.200798
https://doi.org/10.1590/interface.200798...
).
From a training point of view, emergency remote teaching does not fully meet the requirements of Nursing education, considering that, in addition to theoretical content, the students need to practice the techniques and procedures in health services in order to check skills and competencies necessary for their graduation profile. Such experiences should preferably take place through direct interaction with patients, handling equipment and materials intended for health care, and interprofessional relationships(1010. Mata JAL, Maffacciolli R, Dresch LSC, Lanzarini TB, Paiva TS, Rocha CMF. Brazil counts on me in the Covid-19 pandemic: a reflective essay on advancing the timeline of Nursing education. Interface (Botucatu). 2021; 25 (Supl.1): e200798. https://doi.org/10.1590/interface.200798
https://doi.org/10.1590/interface.200798...
)-(1111. Capellari C, Kaiser DE, Diehl TVA, Muniz GC, Mancia JR. Training of nurses during the COVID-19 pandemic in southernmost Brazil: a cross-sectional study. Esc Anna Nery. 2022; 26 (spe): e20210447. https://doi.org/10.1590/2177-9465-EAN-2021-0447pt
https://doi.org/10.1590/2177-9465-EAN-20...
).
Ensuring the effective implementation of the teaching-learning process in Brazilian Nursing courses in the pandemic scenario emerges as a challenge. In the meantime, it is understood that there is an urgent need to know the positive and negative repercussions impacts that emergency remote teaching has exerted on the training and professionalization of new nurses, as a way of carrying out a situational diagnosis of the strengths and weaknesses of this type of teaching and to have a starting point to take action on what needs to be rescued or worked on in greater depth to equip students to strengthen their graduation profile. To such end, the objective was to map the knowledge produced about the repercussions imposed by the COVID-19 pandemic on Nursing training.
Method
Type of study
This study is a scoping review guided by the recommendations set forth in the Joanna Briggs Institute Reviewer’s Manual (JBI)(1212. Joanna Briggs Institute. Methodology for JBI Scoping Reviews. Adelaide: The Joanna Briggs Institute; 2015.) and developed in five stages, namely: Formulation of the research question; Identification of the relevant studies; Selection of the studies; Data extraction and analysis; and Synthesis and reporting. The research protocol was registered in the Open Science Framework (OSF) (https://osf.io/zyq84/), and follows the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR)(1313. Tricco AC, Lillie E, Zarin W, O’Brien KK, Colquhoun H, Levac D, et al. PRISMA Extension for Scoping Reviews (PRISMA-ScR): Checklist and Explanation. Ann Internal Med. 2018; 169 (7): 467. https://doi.org/10.7326/M18-0850
https://doi.org/10.7326/M18-0850...
).
This type of study aims at investigating the main evidence for a specific knowledge area by researching available scientific productions and possible gaps on the topic addressed. And, to ensure that there are no studies with the same theme registered in OSF or published, a broad search was carried out on the platform and in databases to identify protocols or reviews with a similar theme. Based on such diagnosis, the stages to consolidate this review were conducted.
Setting
This review was developed in the following thesis and dissertation databases and repositories: National Library of Medicine (PubMed); SCOPUS; Web of Science (WoS); Science Direct, Literatura Latino-Americana e do Caribe em Ciências da Saúde (LILACS), The National Library of Australia’s Trobe (TROVE), Academic Archive Online (DIVA), CAPES, Education Resources Information Center (ERIC), DART-Europe E-Theses Portal, Electronic Theses Online Service (EThOS), Repositório Científico de Acesso Aberto de Portugal (RCAAP), National ETD Portal, Theses Canada, and Teses e Dissertações da América Latina.
Period
The data searches were performed between March and April 2022.
Selection criteria
Studies published in full and publications that met the research objective and guiding question were included, available in full through remote access from the Federated Academic Community (Comunidade Acadêmica Federada, CAFe), on the Journals Portal of the Coordination for Improvement of Higher Education Personnel (Coordenação de Aperfeiçoamento de Pessoal de Nível Superior, CAPES) belonging to the Ministry of Education (MEC). The exclusion criteria were as follows: studies in the editorial format, letters to the editor and opinion articles. Duplicate documents were considered only once. It is important to note that no time frame was applied.
Data collection
The first stage is related to formulating the research question, guided by the PCC strategy (P=Population: Nursing; C=Concept: Education in Nursing; C=Context: COVID-19 pandemic). Therefore, the guiding question that was prepared to achieve the objective of this study was as follows: Which is the available scientific evidence about the repercussions of the COVID-19 pandemic in Nursing training?
In order to develop the second stage, four different search strategies were devised, as described in Figure 1. The descriptors and synonyms in the English and Portuguese languages were defined by means of the Medical Subject Headings (MeSH) and of the Descriptors in Health Sciences (Descritores de Ciência da Saúde, DeCS), respectively. In addition to that, the AND and OR Boolean operators were used.
The third stage of the study consists in selecting and evaluating the studies; all the bibliographical references retrieved were the result of searches in the literature, initially pre-analyzed from reading the titles and abstracts, at the same time that the eligibility criteria were applied.
Data treatment and analysis
The fourth stage consisted in data extraction and analysis, performed independently by two researchers who, in case of disagreement, discussed the issue to reach consensus. In case of doubts or disagreements, a third reviewer specialized in the study object area issued his/her opinion.
The studies were organized in a Microsoft Excel® spreadsheet, specifically designed to extract the following variables: author, country where the study was carried out, year of publication, type of study, repercussions of the pandemic on Nursing education and level of evidence. To perform the fifth stage, the aforementioned tool allowed for the synthesis, data interpretation and a basic numerical analysis of the extension, nature and distribution of the studies selected to comprise the final sample based on the recommendations of a study(1414. Arksey H, O’Malley L. Scoping studies: towards a methodological framework. Int J Soc Res Methodol. 2005; 8 (1): 19-32. https://doi.org/10.1080/1364557032000119616
https://doi.org/10.1080/1364557032000119...
). The level of evidence of the studies was classified according to the JBI(1212. Joanna Briggs Institute. Methodology for JBI Scoping Reviews. Adelaide: The Joanna Briggs Institute; 2015.). The data were analyzed by using simple statistics in a descriptive way, by presenting the absolute and relative frequencies, and they were presented in the form of figures and charts.
Ethical aspects
For being a research study conducted with secondary data in the public domain and available in the literature, no ethical appreciation was necessary. However, it is worth noting that copyright was respected with due citation and referencing of the studies.
Results
Initially, 650,729 studies were identified in the dissertation and thesis databases and repositories listed; however, only 604,813 were available in full for the analysis. After reading the titles and abstracts, the pair of reviewers excluded 604,574 documents; therefore, only 239 articles were selected for full-reading. After the selection process, described in Figure 2, 33 articles comprised the final sample.
As for the year, it was verified that, in 2021, 20 (60.60%) studies were published that dealt with the impacts of the COVID-19 pandemic on Nursing education, followed by 2022 (8; 24.24%) and 2020 (5; 15.15%). In relation to language, seven (21.21%) are written in Portuguese and 26 (78.78%) in English.
Among the countries in which the research studies were developed, Brazil stands out with 10 articles (30.30%), the United States of America (USA) with four (12.12%), two of them (6.06%) multicenter studies, Spain, South Korea, Turkey, Iran and China also with two (6.06%) each, and Israel, Ireland, United Kingdom, Nepal, Australia, Belgium and Indonesia were responsible for one (3.03%) publication per country.
In order to systematize the results in Figures 3 and 4, the final sample was described in studies that evidenced the positive and negative repercussions of the COVID-19 pandemic on Nursing training.
Figure 3 shows the characterization of the studies selected in the scoping review according to country, type of study and positive repercussions of the pandemic on Nursing training.
Figure 4 presents the characterization of the studies selected in the scoping review according to country, type of study and negative repercussions of the pandemic on Nursing training.
Discussion
From the studies analyzed, it was possible to perceive that the COVID-19 pandemic exerted positive and negative repercussions on the training process of future nurses, related to the new routines imposed by social distancing. For a better understanding of the discussion of results, this research was organized into two topics, the first one dealing with positive repercussions and the second with negative impacts.
Positive impacts of the pandemic on Nursing training
Almost half of the publications presented the need to develop new educational methods adapted to the virtual environment as a main positive repercussions of remote teaching or e-learning(66. Silva CB, Trindade LL, Kolhs M, Barimacker SV, Schacht L, Bordignon M. Implementação do telemonitoramento de COVID-19: repercussões na formação acadêmica em enfermagem. Rev Gaúcha Enferm. 2021; 42 (esp): e20200395. https://doi.org/10.1590/1983-1447.2021.20200395
https://doi.org/10.1590/1983-1447.2021.2...
),(1616. Saab MM, Hegarty J, Murphy D, Landers M. Incorporating virtual reality in nurse education: a qualitative study of nursing students’ perspectives. Nurse Educ Today. 2021; 105 (105045): 1-7. https://doi.org/10.1016/j.nedt.2021.105045
https://doi.org/10.1016/j.nedt.2021.1050...
),(1818. Shorey S, Ang E, Baridwan NS, Bonito SR, Dones LBP, Flores JLA, et al. Salutogenesis and COVID-19 pandemic impacting nursing education across SEANERN affiliated universities: A multi-national study. Nurse Educ Today. 2022; 110 (105277): 1-9. https://doi.org/10.1016/j.nedt.2022.105277
https://doi.org/10.1016/j.nedt.2022.1052...
),(2222. Zaragoza-García I, Ortuño-Soriano I, Posada-Moreno P, Sánchez-Gómez R, Raurell-Torredà M. Virtual Simulation for Last-Year Nursing Graduate Students in Times of Covid-19: A Quasi-Experimental Study. Clin Simulation Nurs. 2021; 60: 32-41. https://doi.org/10.1016/j.ecns.2021.07.003
https://doi.org/10.1016/j.ecns.2021.07.0...
),(2626. Bastos MC, Canavarro DA, Campos LM, Schulz RS, Santos JB, Santos CF. Emergency remote teaching in Nursing Graduation: experience report during Covid-19. Rev Min Enferm. 2020; 24 (e-1335). https://doi.org/10.5935/1415.2762.20200072
https://doi.org/10.5935/1415.2762.202000...
),(3131. Riegel F, Martini JG, Bresolin P, Mohallem AGC, Nes AAG. Developing critical thinking in the teaching of Nursing: a challenge in times of Covid-19 pandemic. Esc Anna Nery. 2021; 25 (spe). https://doi.org/10.1590/2177-9465-EAN-2020-0476
https://doi.org/10.1590/2177-9465-EAN-20...
)-(3232. Baixinho CL, Ferreira OR. Ser estudante de enfermagem em tempos de COVID-19. Esc Anna Nery. 2021; 25 (spe). https://doi.org/10.1590/2177-9465-EAN-2020-0541
https://doi.org/10.1590/2177-9465-EAN-20...
),(3535. Thapa P, Bhandari SL, Pathak S. Nursing students’ attitude on the practice of e-learning: A cross-sectional survey amid COVID-19 in Nepal. PloS ONE. 2021; 16 (6): e0253651. https://doi.org/10.1371/journal.pone.0253651
https://doi.org/10.1371/journal.pone.025...
)-(3838. Susmarini D, Sumarwati M, Handayani F, Iskandar A. Nursing Students’ Clinical Practice Experience during the COVID-19 Pandemic: A Qualitative Study. Open Access Maced J Med Sci. 2022; 10 (G): 176-81. https://doi.org/10.3889/oamjms.2022.8116
https://doi.org/10.3889/oamjms.2022.8116...
),(4040. Araújo ARL, Sousa LMC, Carvalho RBS, Oliveira ADS, Amorim FCM, Sousa KHJF, et al. Remote work of nurse-professors in pandemic times. Esc Anna Nery. 2021; 25 (spe): e20210198. https://doi.org/10.1590/2177-9465-EAN-2021-0198
https://doi.org/10.1590/2177-9465-EAN-20...
),(4242. Silva CM, Toriyama ATM, Claro HG, Borghi CA, Castro TR, Salvador PICA. COVID-19 pandemic, emergency remote teaching and Nursing Now: challenges for nursing education. Rev Gaúcha Enferm. 2021; 42 (esp): e20200248. https://doi.org/10.1590/1983-1447.2021.20200248
https://doi.org/10.1590/1983-1447.2021.2...
),(4545. Kim S, Jeong SH, Kim HS, Jeong YJ. Academic Success of Online Learning in Undergraduate Nursing Education Programs in the COVID-19 Pandemic Era. J Prof Nurs. 2021; 36: 6-16. https://doi.org/10.1016/j.profnurs.2021.10.005
https://doi.org/10.1016/j.profnurs.2021....
)-(4646. Prata JA, Mello AS, Silva FVC, Faria MGA. Pedagogical mediations for non-formal nursing teaching during the COVID-19 pandemic. Rev Bras Enferm. 2020; 73 (suppl 2). https://doi.org/10.1590/0034-7167-2020-0499
https://doi.org/10.1590/0034-7167-2020-0...
). Teachers needed to develop dynamic and engaging methodologies that increase engagement and value students’ concentration(2323. Park J, Seo M. Influencing Factors on Nursing Students’ Learning Flow during the COVID-19 Pandemic: A Mixed Method Research. Asian Nurs Res. 2021; 16 (1): 35-44. https://doi.org/10.1016/j.anr.2021.12.006
https://doi.org/10.1016/j.anr.2021.12.00...
). Some of the teaching strategies used were “synchronous” classes, that is, the professors deliver the class from their homes and the students are participating simultaneously; recorded video classes, which allowed repeating the contents as many times as necessary and, consequently, a better learning experience due to the multiple access instances(2323. Park J, Seo M. Influencing Factors on Nursing Students’ Learning Flow during the COVID-19 Pandemic: A Mixed Method Research. Asian Nurs Res. 2021; 16 (1): 35-44. https://doi.org/10.1016/j.anr.2021.12.006
https://doi.org/10.1016/j.anr.2021.12.00...
),(3434. Tolyat M, Abolfazl Vagharseyyedin S, Nakhaei M. Education of nursing profession amid COVID-19 Pandemic: A qualitative study. J Adv Med Educ Prof. 2022; 10 (1): 39-47. https://doi.org/10.30476/JAMP.2021.90779.1422
https://doi.org/10.30476/JAMP.2021.90779...
),(3636. Lei T, Yu X, Zou M, Wang P, Yuan RH. Delivering an online course in emergency nursing education during the pandemic: What are the effects on students’ learning? Australas Emerg Care. 2021; 24 (4): 314-8. https://doi.org/10.1016/j.auec.2021.04.002
https://doi.org/10.1016/j.auec.2021.04.0...
),(4646. Prata JA, Mello AS, Silva FVC, Faria MGA. Pedagogical mediations for non-formal nursing teaching during the COVID-19 pandemic. Rev Bras Enferm. 2020; 73 (suppl 2). https://doi.org/10.1590/0034-7167-2020-0499
https://doi.org/10.1590/0034-7167-2020-0...
) and activities through virtual simulations, which brought the students closer to the real practice(1616. Saab MM, Hegarty J, Murphy D, Landers M. Incorporating virtual reality in nurse education: a qualitative study of nursing students’ perspectives. Nurse Educ Today. 2021; 105 (105045): 1-7. https://doi.org/10.1016/j.nedt.2021.105045
https://doi.org/10.1016/j.nedt.2021.1050...
),(2222. Zaragoza-García I, Ortuño-Soriano I, Posada-Moreno P, Sánchez-Gómez R, Raurell-Torredà M. Virtual Simulation for Last-Year Nursing Graduate Students in Times of Covid-19: A Quasi-Experimental Study. Clin Simulation Nurs. 2021; 60: 32-41. https://doi.org/10.1016/j.ecns.2021.07.003
https://doi.org/10.1016/j.ecns.2021.07.0...
).
Another advantage of this teaching model was the possibility of attending classes at home and at variable times in some institutions(2323. Park J, Seo M. Influencing Factors on Nursing Students’ Learning Flow during the COVID-19 Pandemic: A Mixed Method Research. Asian Nurs Res. 2021; 16 (1): 35-44. https://doi.org/10.1016/j.anr.2021.12.006
https://doi.org/10.1016/j.anr.2021.12.00...
). Studies carried out in Brazil(4040. Araújo ARL, Sousa LMC, Carvalho RBS, Oliveira ADS, Amorim FCM, Sousa KHJF, et al. Remote work of nurse-professors in pandemic times. Esc Anna Nery. 2021; 25 (spe): e20210198. https://doi.org/10.1590/2177-9465-EAN-2021-0198
https://doi.org/10.1590/2177-9465-EAN-20...
),(4242. Silva CM, Toriyama ATM, Claro HG, Borghi CA, Castro TR, Salvador PICA. COVID-19 pandemic, emergency remote teaching and Nursing Now: challenges for nursing education. Rev Gaúcha Enferm. 2021; 42 (esp): e20200248. https://doi.org/10.1590/1983-1447.2021.20200248
https://doi.org/10.1590/1983-1447.2021.2...
) and China(2929. Li W, Gillies R, He M, Wu C, Liu S, Gong Z, et al. Barriers and facilitators to online medical and nursing education during the COVID-19 pandemic: perspectives from international students from low- and middle-income countries and their teaching staf. Hum Resour Health. 2021; 19: 1-14. https://doi.org/10.1186/s12960-021-00609-9
https://doi.org/10.1186/s12960-021-00609...
) presented the opinions of students, mainly those who work, who valued the possibility of participating in classes at times adaptable to their routine and in other spaces, such as their own work environments(2929. Li W, Gillies R, He M, Wu C, Liu S, Gong Z, et al. Barriers and facilitators to online medical and nursing education during the COVID-19 pandemic: perspectives from international students from low- and middle-income countries and their teaching staf. Hum Resour Health. 2021; 19: 1-14. https://doi.org/10.1186/s12960-021-00609-9
https://doi.org/10.1186/s12960-021-00609...
),(4040. Araújo ARL, Sousa LMC, Carvalho RBS, Oliveira ADS, Amorim FCM, Sousa KHJF, et al. Remote work of nurse-professors in pandemic times. Esc Anna Nery. 2021; 25 (spe): e20210198. https://doi.org/10.1590/2177-9465-EAN-2021-0198
https://doi.org/10.1590/2177-9465-EAN-20...
),(4242. Silva CM, Toriyama ATM, Claro HG, Borghi CA, Castro TR, Salvador PICA. COVID-19 pandemic, emergency remote teaching and Nursing Now: challenges for nursing education. Rev Gaúcha Enferm. 2021; 42 (esp): e20200248. https://doi.org/10.1590/1983-1447.2021.20200248
https://doi.org/10.1590/1983-1447.2021.2...
).
The opportunity for the students to develop competencies and skills in a crisis context was also cited in the research studies as a positive impact of the pandemic. Surveys carried out in Spain(2020. Canet-Vélez O, Botigué T, Lavedán Santamaría A, Masot O, Cemeli T, Roca J. The perception of training and professional development according to nursing students as health workers during COVID-19: A qualitative study. Nurse Educ Pract. 2021; 53: 103072. https://doi.org/10.1016/j.nepr.2021.103072
https://doi.org/10.1016/j.nepr.2021.1030...
), Brazil(2828. Soccol KLS, Santos NO, Marchiori MRCT. Estágio Curricular Supervisionado no contexto da COVID-19 e o desenvolvimento profissional de estudantes de Enfermagem. Enferm Foco [Internet]. 2020 [cited 2022 Jun 5]; 11 (2.ESP): 148-51. Available from: http://revista.cofen.gov.br/index.php/enfermagem/article/view/4173/998
http://revista.cofen.gov.br/index.php/en...
),(3232. Baixinho CL, Ferreira OR. Ser estudante de enfermagem em tempos de COVID-19. Esc Anna Nery. 2021; 25 (spe). https://doi.org/10.1590/2177-9465-EAN-2020-0541
https://doi.org/10.1590/2177-9465-EAN-20...
) and UK(2121. Godbold, R, Whiting L, Adams C, Naidu Y, Pattison N. The experiences of student nurses in a pandemic: A qualitative study. Nurse Educ Pract. 2021; 56: 103186. https://doi.org/10.1016/j.nepr.2021.103186
https://doi.org/10.1016/j.nepr.2021.1031...
) brought up the discussion that, before the pandemic, Nursing students did not feel prepared for a health crisis context, as the subject matter was approached theoretically, there was access to information, but there was no contact with the clinical practice and, given the context imposed by COVID-19, this skill could be better developed(2020. Canet-Vélez O, Botigué T, Lavedán Santamaría A, Masot O, Cemeli T, Roca J. The perception of training and professional development according to nursing students as health workers during COVID-19: A qualitative study. Nurse Educ Pract. 2021; 53: 103072. https://doi.org/10.1016/j.nepr.2021.103072
https://doi.org/10.1016/j.nepr.2021.1030...
),(3232. Baixinho CL, Ferreira OR. Ser estudante de enfermagem em tempos de COVID-19. Esc Anna Nery. 2021; 25 (spe). https://doi.org/10.1590/2177-9465-EAN-2020-0541
https://doi.org/10.1590/2177-9465-EAN-20...
).
Although mentioned with less recurrence, the development of technological skills, both by professors and students, was also evidenced as an effect of the pandemic on Nursing teaching(4040. Araújo ARL, Sousa LMC, Carvalho RBS, Oliveira ADS, Amorim FCM, Sousa KHJF, et al. Remote work of nurse-professors in pandemic times. Esc Anna Nery. 2021; 25 (spe): e20210198. https://doi.org/10.1590/2177-9465-EAN-2021-0198
https://doi.org/10.1590/2177-9465-EAN-20...
); as well as encouraging self-directed learning, as it required greater concentration and focus on their own training process(4545. Kim S, Jeong SH, Kim HS, Jeong YJ. Academic Success of Online Learning in Undergraduate Nursing Education Programs in the COVID-19 Pandemic Era. J Prof Nurs. 2021; 36: 6-16. https://doi.org/10.1016/j.profnurs.2021.10.005
https://doi.org/10.1016/j.profnurs.2021....
); approximation of the teacher-student dyad, as communication needed to be improved and teachers became more flexible regarding direct contact through messaging apps(4444. Jones K, Polyakova-Norwood V, Raynor P, Tavakoli A. Student perceptions of faculty caring in online nursing education: A mixed-methods study. Nurse Educ Today. 2022; 112: 105328. https://doi.org/10.1016/j.nedt.2022.105328
https://doi.org/10.1016/j.nedt.2022.1053...
); the change in the traditional teaching method, from instructor-centered to student-centered, and greater flexibility in demands and deadlines for delivering activities was noticed(4646. Prata JA, Mello AS, Silva FVC, Faria MGA. Pedagogical mediations for non-formal nursing teaching during the COVID-19 pandemic. Rev Bras Enferm. 2020; 73 (suppl 2). https://doi.org/10.1590/0034-7167-2020-0499
https://doi.org/10.1590/0034-7167-2020-0...
); and development of new technologies to add quality to the teaching-learning process, for example, the creation of virtual reality that brought theory closer to practice while maintaining distancing(1616. Saab MM, Hegarty J, Murphy D, Landers M. Incorporating virtual reality in nurse education: a qualitative study of nursing students’ perspectives. Nurse Educ Today. 2021; 105 (105045): 1-7. https://doi.org/10.1016/j.nedt.2021.105045
https://doi.org/10.1016/j.nedt.2021.1050...
).
In this way, it is noticed that the positive repercussions with regard to teaching in Nursing in the pandemic context had different implications for the students, mainly the development of new study skills and, for the teachers, expansion of knowledge and new skills for teaching with greater use of technologies and tools. In addition, it is a well-known fact that the pandemic context has made it possible to perceive and implement the importance of Nursing training in times of a health crisis, in addition to the fact that higher education institutions must have a contingency plan for the continuity of training in times like this and that it is also important to encourage professional development.
Negative impacts of the pandemic on Nursing training
Psychological issues were the main negative repercussions of the pandemic on Nursing training cited in the studies. With social distancing and home confinement, many students and professors reported increased anxiety and stress levels, emergence of feelings such as loneliness, fear of infection, fear of contaminating family and friends, death, depression, sadness, vulnerability and a feeling of helplessness(66. Silva CB, Trindade LL, Kolhs M, Barimacker SV, Schacht L, Bordignon M. Implementação do telemonitoramento de COVID-19: repercussões na formação acadêmica em enfermagem. Rev Gaúcha Enferm. 2021; 42 (esp): e20200395. https://doi.org/10.1590/1983-1447.2021.20200395
https://doi.org/10.1590/1983-1447.2021.2...
),(1515. Warshawski S. Academic self-efficacy, resilience and social support among first-year Israeli nursing students learning in online environments during COVID-19 pandemic. Nurse Educ Today. 2022; 110: 105267. https://doi.org/10.1016/j.nedt.2022.105267
https://doi.org/10.1016/j.nedt.2022.1052...
),(1919. Kunaviktikul W, Ang E, Baridwan NS, Bernal AB, Dones LBP, Flores JL, et al. Nursing students’ and faculty members’ experiences of online education during COVID-19 across Southeast Asia: A Photovoice study. Nurse Educ Today. 2022; 111: 105307. https://doi.org/10.1016/j.nedt.2022.105307
https://doi.org/10.1016/j.nedt.2022.1053...
)-(2020. Canet-Vélez O, Botigué T, Lavedán Santamaría A, Masot O, Cemeli T, Roca J. The perception of training and professional development according to nursing students as health workers during COVID-19: A qualitative study. Nurse Educ Pract. 2021; 53: 103072. https://doi.org/10.1016/j.nepr.2021.103072
https://doi.org/10.1016/j.nepr.2021.1030...
),(2222. Zaragoza-García I, Ortuño-Soriano I, Posada-Moreno P, Sánchez-Gómez R, Raurell-Torredà M. Virtual Simulation for Last-Year Nursing Graduate Students in Times of Covid-19: A Quasi-Experimental Study. Clin Simulation Nurs. 2021; 60: 32-41. https://doi.org/10.1016/j.ecns.2021.07.003
https://doi.org/10.1016/j.ecns.2021.07.0...
),(2727. Rodrigues PS, Marin MJS, Souza AP, Grandin GM, Almeida KRV, Oliveira CSR. Problem-based learning in remote education: experiences of Nursing students during COVID-19 pandemic. Rev Min Enferm. 2021; 25: e-1407. https://doi.org/10.5935/1415-2762-20210055
https://doi.org/10.5935/1415-2762-202100...
)-(3232. Baixinho CL, Ferreira OR. Ser estudante de enfermagem em tempos de COVID-19. Esc Anna Nery. 2021; 25 (spe). https://doi.org/10.1590/2177-9465-EAN-2020-0541
https://doi.org/10.1590/2177-9465-EAN-20...
),(3737. Wynter K, Holton S, Considine J. Hutchinson AM, Munt R, Williams R, et al. The impact of the COVID-19 pandemic on Australian hospital-based nursing and midwifery educators. Collegian. 2021; 29 (3): 271-80. https://doi.org/10.1016/j.colegn.2021.10.007
https://doi.org/10.1016/j.colegn.2021.10...
),(3939. Michel A, Ryan N, Mattheus D, Knopf A, Abuelezam NA, Stamp K, et al. Undergraduate nursing students’ perceptions on nursing education during the 2020 COVID-19 pandemic: A national sample. Nurs Outlook. 2021; 69 (5): 903-12. https://doi.org/10.1016/j.outlook.2021.05.004
https://doi.org/10.1016/j.outlook.2021.0...
)-(4040. Araújo ARL, Sousa LMC, Carvalho RBS, Oliveira ADS, Amorim FCM, Sousa KHJF, et al. Remote work of nurse-professors in pandemic times. Esc Anna Nery. 2021; 25 (spe): e20210198. https://doi.org/10.1590/2177-9465-EAN-2021-0198
https://doi.org/10.1590/2177-9465-EAN-20...
),(4444. Jones K, Polyakova-Norwood V, Raynor P, Tavakoli A. Student perceptions of faculty caring in online nursing education: A mixed-methods study. Nurse Educ Today. 2022; 112: 105328. https://doi.org/10.1016/j.nedt.2022.105328
https://doi.org/10.1016/j.nedt.2022.1053...
). Although some cases mentioned the fact of being in a familiar environment as a relief factor for these feelings(1515. Warshawski S. Academic self-efficacy, resilience and social support among first-year Israeli nursing students learning in online environments during COVID-19 pandemic. Nurse Educ Today. 2022; 110: 105267. https://doi.org/10.1016/j.nedt.2022.105267
https://doi.org/10.1016/j.nedt.2022.1052...
),(1818. Shorey S, Ang E, Baridwan NS, Bonito SR, Dones LBP, Flores JLA, et al. Salutogenesis and COVID-19 pandemic impacting nursing education across SEANERN affiliated universities: A multi-national study. Nurse Educ Today. 2022; 110 (105277): 1-9. https://doi.org/10.1016/j.nedt.2022.105277
https://doi.org/10.1016/j.nedt.2022.1052...
), other studies show that teaching in a home environment hindered the learning process, as it was not an appropriate, silent setting that allowed concentration due to the presence of relatives and household chores that led to distractions for learning(2121. Godbold, R, Whiting L, Adams C, Naidu Y, Pattison N. The experiences of student nurses in a pandemic: A qualitative study. Nurse Educ Pract. 2021; 56: 103186. https://doi.org/10.1016/j.nepr.2021.103186
https://doi.org/10.1016/j.nepr.2021.1031...
),(2323. Park J, Seo M. Influencing Factors on Nursing Students’ Learning Flow during the COVID-19 Pandemic: A Mixed Method Research. Asian Nurs Res. 2021; 16 (1): 35-44. https://doi.org/10.1016/j.anr.2021.12.006
https://doi.org/10.1016/j.anr.2021.12.00...
),(2626. Bastos MC, Canavarro DA, Campos LM, Schulz RS, Santos JB, Santos CF. Emergency remote teaching in Nursing Graduation: experience report during Covid-19. Rev Min Enferm. 2020; 24 (e-1335). https://doi.org/10.5935/1415.2762.20200072
https://doi.org/10.5935/1415.2762.202000...
)-(2727. Rodrigues PS, Marin MJS, Souza AP, Grandin GM, Almeida KRV, Oliveira CSR. Problem-based learning in remote education: experiences of Nursing students during COVID-19 pandemic. Rev Min Enferm. 2021; 25: e-1407. https://doi.org/10.5935/1415-2762-20210055
https://doi.org/10.5935/1415-2762-202100...
),(3939. Michel A, Ryan N, Mattheus D, Knopf A, Abuelezam NA, Stamp K, et al. Undergraduate nursing students’ perceptions on nursing education during the 2020 COVID-19 pandemic: A national sample. Nurs Outlook. 2021; 69 (5): 903-12. https://doi.org/10.1016/j.outlook.2021.05.004
https://doi.org/10.1016/j.outlook.2021.0...
),(4242. Silva CM, Toriyama ATM, Claro HG, Borghi CA, Castro TR, Salvador PICA. COVID-19 pandemic, emergency remote teaching and Nursing Now: challenges for nursing education. Rev Gaúcha Enferm. 2021; 42 (esp): e20200248. https://doi.org/10.1590/1983-1447.2021.20200248
https://doi.org/10.1590/1983-1447.2021.2...
).
Internet access difficulties were also raised as negative repercussions of the pandemic and remote teaching. Students and professors alike reported that network access was not always stable throughout the entire class and that this connection loss interfered with flow and concentration during classes(1919. Kunaviktikul W, Ang E, Baridwan NS, Bernal AB, Dones LBP, Flores JL, et al. Nursing students’ and faculty members’ experiences of online education during COVID-19 across Southeast Asia: A Photovoice study. Nurse Educ Today. 2022; 111: 105307. https://doi.org/10.1016/j.nedt.2022.105307
https://doi.org/10.1016/j.nedt.2022.1053...
),(2323. Park J, Seo M. Influencing Factors on Nursing Students’ Learning Flow during the COVID-19 Pandemic: A Mixed Method Research. Asian Nurs Res. 2021; 16 (1): 35-44. https://doi.org/10.1016/j.anr.2021.12.006
https://doi.org/10.1016/j.anr.2021.12.00...
),(3232. Baixinho CL, Ferreira OR. Ser estudante de enfermagem em tempos de COVID-19. Esc Anna Nery. 2021; 25 (spe). https://doi.org/10.1590/2177-9465-EAN-2020-0541
https://doi.org/10.1590/2177-9465-EAN-20...
)-(3535. Thapa P, Bhandari SL, Pathak S. Nursing students’ attitude on the practice of e-learning: A cross-sectional survey amid COVID-19 in Nepal. PloS ONE. 2021; 16 (6): e0253651. https://doi.org/10.1371/journal.pone.0253651
https://doi.org/10.1371/journal.pone.025...
),(3939. Michel A, Ryan N, Mattheus D, Knopf A, Abuelezam NA, Stamp K, et al. Undergraduate nursing students’ perceptions on nursing education during the 2020 COVID-19 pandemic: A national sample. Nurs Outlook. 2021; 69 (5): 903-12. https://doi.org/10.1016/j.outlook.2021.05.004
https://doi.org/10.1016/j.outlook.2021.0...
)-(4040. Araújo ARL, Sousa LMC, Carvalho RBS, Oliveira ADS, Amorim FCM, Sousa KHJF, et al. Remote work of nurse-professors in pandemic times. Esc Anna Nery. 2021; 25 (spe): e20210198. https://doi.org/10.1590/2177-9465-EAN-2021-0198
https://doi.org/10.1590/2177-9465-EAN-20...
),(4545. Kim S, Jeong SH, Kim HS, Jeong YJ. Academic Success of Online Learning in Undergraduate Nursing Education Programs in the COVID-19 Pandemic Era. J Prof Nurs. 2021; 36: 6-16. https://doi.org/10.1016/j.profnurs.2021.10.005
https://doi.org/10.1016/j.profnurs.2021....
)-(4646. Prata JA, Mello AS, Silva FVC, Faria MGA. Pedagogical mediations for non-formal nursing teaching during the COVID-19 pandemic. Rev Bras Enferm. 2020; 73 (suppl 2). https://doi.org/10.1590/0034-7167-2020-0499
https://doi.org/10.1590/0034-7167-2020-0...
). Another factor is that, when establishing this type of education, lack of Internet access by everyone was not considered(3131. Riegel F, Martini JG, Bresolin P, Mohallem AGC, Nes AAG. Developing critical thinking in the teaching of Nursing: a challenge in times of Covid-19 pandemic. Esc Anna Nery. 2021; 25 (spe). https://doi.org/10.1590/2177-9465-EAN-2020-0476
https://doi.org/10.1590/2177-9465-EAN-20...
), some students depended on the physical facilities of their colleges to study and, as they were closed during the pandemic period, they faced the financial difficulty of acquiring technological devices to attend classes, in addition to the difficult access to materials in libraries(2525. Scorsolini-Comin F, Melo LP, Rossato L, Gaia RDSP. Educação a distância na formação em enfermagem: reflexões sobre a pandemia da covid-19. Rev Baiana Enferm. 2020; 34: e36929. https://doi.org/10.18471/rbe.v34.36929
https://doi.org/10.18471/rbe.v34.36929...
),(2929. Li W, Gillies R, He M, Wu C, Liu S, Gong Z, et al. Barriers and facilitators to online medical and nursing education during the COVID-19 pandemic: perspectives from international students from low- and middle-income countries and their teaching staf. Hum Resour Health. 2021; 19: 1-14. https://doi.org/10.1186/s12960-021-00609-9
https://doi.org/10.1186/s12960-021-00609...
).
For nurses’ training, the acquisition of theoretical knowledge and practical skills is extremely important. Remote teaching was able to substitute face-to-face classes and meet the need for theoretical learning; however, the clinical practice was impaired(2929. Li W, Gillies R, He M, Wu C, Liu S, Gong Z, et al. Barriers and facilitators to online medical and nursing education during the COVID-19 pandemic: perspectives from international students from low- and middle-income countries and their teaching staf. Hum Resour Health. 2021; 19: 1-14. https://doi.org/10.1186/s12960-021-00609-9
https://doi.org/10.1186/s12960-021-00609...
),(3737. Wynter K, Holton S, Considine J. Hutchinson AM, Munt R, Williams R, et al. The impact of the COVID-19 pandemic on Australian hospital-based nursing and midwifery educators. Collegian. 2021; 29 (3): 271-80. https://doi.org/10.1016/j.colegn.2021.10.007
https://doi.org/10.1016/j.colegn.2021.10...
),(3939. Michel A, Ryan N, Mattheus D, Knopf A, Abuelezam NA, Stamp K, et al. Undergraduate nursing students’ perceptions on nursing education during the 2020 COVID-19 pandemic: A national sample. Nurs Outlook. 2021; 69 (5): 903-12. https://doi.org/10.1016/j.outlook.2021.05.004
https://doi.org/10.1016/j.outlook.2021.0...
),(4141. Terzi B, Azizoğlu F, Özhan F. Factors affecting attitudes of nursing students towards distance education during the COVID-19 pandemic: A web-based cross-sectional survey. Perspect Psychiatr Care. 2021; 57 (4): 1-9. https://doi.org/10.1111/ppc.12747
https://doi.org/10.1111/ppc.12747...
). The studies showed that, in many cases, there was lack of face-to-face practice or sudden pauses due to new contamination waves and, with that, reduction of opportunities in the services(2323. Park J, Seo M. Influencing Factors on Nursing Students’ Learning Flow during the COVID-19 Pandemic: A Mixed Method Research. Asian Nurs Res. 2021; 16 (1): 35-44. https://doi.org/10.1016/j.anr.2021.12.006
https://doi.org/10.1016/j.anr.2021.12.00...
) and in the time of practical classes to avoid contagion, thus corroborating the difficulty of developing the clinical competence necessary for Nurses(3535. Thapa P, Bhandari SL, Pathak S. Nursing students’ attitude on the practice of e-learning: A cross-sectional survey amid COVID-19 in Nepal. PloS ONE. 2021; 16 (6): e0253651. https://doi.org/10.1371/journal.pone.0253651
https://doi.org/10.1371/journal.pone.025...
).
Regarding this aspect, it is highlighted that, in Nursing, learning occurs through social interactions, which start from the first semesters of the course, considering that Nursing care is realized on human beings, that is, through the professional-patient relationship(1010. Mata JAL, Maffacciolli R, Dresch LSC, Lanzarini TB, Paiva TS, Rocha CMF. Brazil counts on me in the Covid-19 pandemic: a reflective essay on advancing the timeline of Nursing education. Interface (Botucatu). 2021; 25 (Supl.1): e200798. https://doi.org/10.1590/interface.200798
https://doi.org/10.1590/interface.200798...
).
Therefore, it is understood that the interactions promoted in face-to-face teaching are fundamental for learning, although they are not the only determinants for the occurrence of intellectual development, whether in the scope of Nursing or in any other context(4747. Carneiro, PRC, Meira JL, Nascimento LR, Silveira ZM, Xavier AB, Soares PP, et al. O ensino de enfermagem e os desafios do uso de tecnologias remotas em tempos de pandemia do coronavírus (covid-19). Braz J Dev. 2021; 7 (1): 8667-82. https://doi.org/10.34117/bjdv7n1-587
https://doi.org/10.34117/bjdv7n1-587...
).
Given this context, it becomes indispensable to think about strategies that minimize the negative repercussions of Nursing training through remote teaching, especially regarding the acquisition of skills and competencies, as a way of filling some gaps in terms of content and practices that were somehow not learned effectively.
As an intervention proposal to remedy possible gaps in practical training in Nursing, Problem-Based Learning emerges as an example of teaching modality, being established by the constructivist perspective that articulates action and experience with theoretical content, through reflection and problematization from experiences of the professional practice toward the search for possibilities of intervention on reality. Such a method is student-centered, developed in small groups and provides more pleasant, dynamic, solid, critical and understanding learning(2727. Rodrigues PS, Marin MJS, Souza AP, Grandin GM, Almeida KRV, Oliveira CSR. Problem-based learning in remote education: experiences of Nursing students during COVID-19 pandemic. Rev Min Enferm. 2021; 25: e-1407. https://doi.org/10.5935/1415-2762-20210055
https://doi.org/10.5935/1415-2762-202100...
).
Another suggestion is to carry out university extension courses for newly graduated nurses and also those with more years of training, but who realize the need for professional updating and training. In the courses, practical classes can be offered in the laboratory and/or in health services for the review of Nursing techniques and procedures as a way to improve the knowledge and skills inherent to the profession.
The contributions of this study to the Nursing and Health areas are based on the repercussions imposed by the pandemic on the training and practice of future nurses and recent graduates during the current health crisis. Studies like this, exploring the repercussions of the pandemic on Nursing education, are incentives to reflect on teaching methods and their repercussions on nurses’ training, in addition to instigating and enabling the development of fruitful teaching practices that favor learning of safe and good quality Nursing care.
This study has limitations related to the predominance of studies with low levels of evidence, as the methodologies come from reflections, experience reports and qualitative studies. Despite these limitations, this review highlights the methodological rigor required by the JBI and the mapping of diverse evidence on the pandemic repercussions on Nursing education.
Conclusion
The current paper allowed mapping the diverse scientific evidence about the repercussions imposed by the pandemic on Nursing training. It is concluded that remote teaching was a timely emergency solution for the continuity of academic training; however, this educational modality exerted positive and negative repercussions that need to be rethought and considered for a better systematization of teaching-learning in other contexts similar to the COVID-19 pandemic.
Among the reflections raised, it is worth mentioning the interpretations of the negative impacts for the elaboration of strategies that minimize possible gaps in the training of recent graduates and future nurses who had, at some point in their academic path, emergency remote teaching as an educational modality.
Therefore, the importance of new research studies that evaluate students and nurses on the impacts of the pandemic on training and practice in Nursing is highlighted as a way of knowing the weaknesses of this type of teaching and providing a basis for the elaboration of public policies that encourage access to the Internet and to digital equipment for all students, fostering teachers’ training to perform in emergency remote teaching. It is also encouraged that researchers carry out experimental studies in order to demonstrate such repercussions in the clinical practice.
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This study was financed in part by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) - Finance Code 001, Brazil.
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How to cite this article
Nascimento AAA, Ribeiro SEA, Marinho ACL, Azevedo VD, Moreira MEM, Azevedo IC. Repercussions of the COVID-19 pandemic on Nursing training: A Scoping Review. Rev. Latino-Am. Enfermagem. 2023;31:e3912 [cited year month day]; Available from: URL . https://doi.org/10.1590/1518-8345.6414.3912 -
All authors approved the final version of the text.
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Publication Dates
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Publication in this collection
12 May 2023 -
Date of issue
2023
History
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Received
18 July 2022 -
Accepted
25 Dec 2022