Linda C. Cole DNP, RN, CCNS, CPHQ, CNE, FCNS (Associate Professor, Non-Tenured Instructional) , Lisa Boss PhD, EdD, RN, CNS, CEN, CNE (Assistant Dean, Curriculum & Instruction, Associate Professor) , Marie McBee DNP, RN, NEA-BC (Assistant Professor) , Francine Snow DrPH, MSN, RN, CNE, NPD-BC
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引用次数: 0
Abstract
The COVID-19 pandemic disrupted lives worldwide, including students pursuing secondary education. This disruption caused increased worry, anxiety, and overall stress in students. Graduate-level nursing students also not only experienced stress related to educational disruptions but also due to work and home life upheaval as well. Faculty were challenged to support students in reducing educational stress and anxiety. While the Institute for Healthcare Improvement introduced the concept of ‘Psychological Personal Protective Equipment’ (PPE) to support the mental well-being of healthcare workers, this article explores how faculty implemented psychological PPE in graduate-level education using Swanson's Theory of Caring as the theoretical framework during the pandemic and how these constructs can continue to support student wellbeing in today's challenging environment.
期刊介绍：
The Journal will accept articles that focus on baccalaureate and higher degree nursing education, educational research, policy related to education, and education and practice partnerships. Reports of original work, research, reviews, insightful descriptions, and policy papers focusing on baccalaureate and graduate nursing education will be published.
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