Brendan Martin PhD, Nicole Kaminski-Ozturk PhD, Richard Smiley MS, Nancy Spector PhD, RN, FAAN, Josephine Silvestre MSN, RN, Wendy Bowles PhD, APRN-CNP, CNE, Maryann Alexander PhD, RN, FAAN
{"title":"评估COVID-19大流行对护理教育的影响:一项关于注册护士执业资格的国家研究","authors":"Brendan Martin PhD, Nicole Kaminski-Ozturk PhD, Richard Smiley MS, Nancy Spector PhD, RN, FAAN, Josephine Silvestre MSN, RN, Wendy Bowles PhD, APRN-CNP, CNE, Maryann Alexander PhD, RN, FAAN","doi":"10.1016/S2155-8256(23)00041-8","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><p>The COVID-19 pandemic has had a profound impact on prelicensure nursing education, leading to widespread disruptions that may have implications for nursing students’ learning and engagement outcomes. Understanding how the rapid shift to online and simulation-based teaching methods has affected new graduates’ clinical preparedness is critical to ensure patient safety moving forward.</p></div><div><h3>Purpose</h3><p>To assess the impact of institutional, academic, and demographic characteristics on prelicensure nursing students’ academic, initial postgraduation, and early career outcomes during the COVID-19 pandemic.</p></div><div><h3>Methods</h3><p>We conducted a mixed-methods longitudinal study focused on prelicensure registered nurse (RN) students entering the core of their didactic and clinical nursing coursework during the pandemic. This study uses a combination of real-time student and faculty self-report data, including externally validated instruments, within and end-of-program standardized test scores, and focus group findings. Various statistical methods, ranging from simpler descriptive and non-parametric methods to Generalized Estimating Equation (GEE) models and detailed textual analysis, are applied to assess student, faculty, and institution-level data.</p></div><div><h3>Results</h3><p>The final sample includes more than 1,100 student and faculty participants affiliated with 51 prelicensure RN programs located across 27 states. Leveraging more than 4,000 course observations collected from fall 2020 to spring 2022 and supplemented by the rich personal narratives of over 60 focus group participants, this study illuminates the breadth, scale, and ever-evolving nature of prelicensure RN programs’ efforts to maintain the continuity of nursing students’ education during the public health crisis. In doing so, it captures the many ways in which nursing administrators, faculty, and students sought to address the unparalleled challenges they confronted on a day-to-day basis. In particular, the findings provide critical insights into the efficacy of the changes nursing programs made to their course delivery formats to adjust to the confluence of rapidly evolving federal, state, and private restrictions to stem the spread of COVID-19.</p></div><div><h3>Conclusion</h3><p>This study stands as the most comprehensive assessment of prelicensure nursing education in the United States since the onset of COVID-19. It extends knowledge by linking potential deficiencies in students’ didactic and clinical education during the pandemic and their early career preparedness, clinical competence, and the patient safety implications therein.</p></div>","PeriodicalId":46153,"journal":{"name":"Journal of Nursing Regulation","volume":"14 1","pages":"Pages S1-S67"},"PeriodicalIF":4.2000,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10060852/pdf/","citationCount":"8","resultStr":"{\"title\":\"Assessing the Impact of the COVID-19 Pandemic on Nursing Education: A National Study of Prelicensure RN Programs\",\"authors\":\"Brendan Martin PhD, Nicole Kaminski-Ozturk PhD, Richard Smiley MS, Nancy Spector PhD, RN, FAAN, Josephine Silvestre MSN, RN, Wendy Bowles PhD, APRN-CNP, CNE, Maryann Alexander PhD, RN, FAAN\",\"doi\":\"10.1016/S2155-8256(23)00041-8\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Background</h3><p>The COVID-19 pandemic has had a profound impact on prelicensure nursing education, leading to widespread disruptions that may have implications for nursing students’ learning and engagement outcomes. Understanding how the rapid shift to online and simulation-based teaching methods has affected new graduates’ clinical preparedness is critical to ensure patient safety moving forward.</p></div><div><h3>Purpose</h3><p>To assess the impact of institutional, academic, and demographic characteristics on prelicensure nursing students’ academic, initial postgraduation, and early career outcomes during the COVID-19 pandemic.</p></div><div><h3>Methods</h3><p>We conducted a mixed-methods longitudinal study focused on prelicensure registered nurse (RN) students entering the core of their didactic and clinical nursing coursework during the pandemic. This study uses a combination of real-time student and faculty self-report data, including externally validated instruments, within and end-of-program standardized test scores, and focus group findings. Various statistical methods, ranging from simpler descriptive and non-parametric methods to Generalized Estimating Equation (GEE) models and detailed textual analysis, are applied to assess student, faculty, and institution-level data.</p></div><div><h3>Results</h3><p>The final sample includes more than 1,100 student and faculty participants affiliated with 51 prelicensure RN programs located across 27 states. Leveraging more than 4,000 course observations collected from fall 2020 to spring 2022 and supplemented by the rich personal narratives of over 60 focus group participants, this study illuminates the breadth, scale, and ever-evolving nature of prelicensure RN programs’ efforts to maintain the continuity of nursing students’ education during the public health crisis. In doing so, it captures the many ways in which nursing administrators, faculty, and students sought to address the unparalleled challenges they confronted on a day-to-day basis. In particular, the findings provide critical insights into the efficacy of the changes nursing programs made to their course delivery formats to adjust to the confluence of rapidly evolving federal, state, and private restrictions to stem the spread of COVID-19.</p></div><div><h3>Conclusion</h3><p>This study stands as the most comprehensive assessment of prelicensure nursing education in the United States since the onset of COVID-19. It extends knowledge by linking potential deficiencies in students’ didactic and clinical education during the pandemic and their early career preparedness, clinical competence, and the patient safety implications therein.</p></div>\",\"PeriodicalId\":46153,\"journal\":{\"name\":\"Journal of Nursing Regulation\",\"volume\":\"14 1\",\"pages\":\"Pages S1-S67\"},\"PeriodicalIF\":4.2000,\"publicationDate\":\"2023-04-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10060852/pdf/\",\"citationCount\":\"8\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Nursing Regulation\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S2155825623000418\",\"RegionNum\":4,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"NURSING\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Nursing Regulation","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S2155825623000418","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"NURSING","Score":null,"Total":0}
Assessing the Impact of the COVID-19 Pandemic on Nursing Education: A National Study of Prelicensure RN Programs
Background
The COVID-19 pandemic has had a profound impact on prelicensure nursing education, leading to widespread disruptions that may have implications for nursing students’ learning and engagement outcomes. Understanding how the rapid shift to online and simulation-based teaching methods has affected new graduates’ clinical preparedness is critical to ensure patient safety moving forward.
Purpose
To assess the impact of institutional, academic, and demographic characteristics on prelicensure nursing students’ academic, initial postgraduation, and early career outcomes during the COVID-19 pandemic.
Methods
We conducted a mixed-methods longitudinal study focused on prelicensure registered nurse (RN) students entering the core of their didactic and clinical nursing coursework during the pandemic. This study uses a combination of real-time student and faculty self-report data, including externally validated instruments, within and end-of-program standardized test scores, and focus group findings. Various statistical methods, ranging from simpler descriptive and non-parametric methods to Generalized Estimating Equation (GEE) models and detailed textual analysis, are applied to assess student, faculty, and institution-level data.
Results
The final sample includes more than 1,100 student and faculty participants affiliated with 51 prelicensure RN programs located across 27 states. Leveraging more than 4,000 course observations collected from fall 2020 to spring 2022 and supplemented by the rich personal narratives of over 60 focus group participants, this study illuminates the breadth, scale, and ever-evolving nature of prelicensure RN programs’ efforts to maintain the continuity of nursing students’ education during the public health crisis. In doing so, it captures the many ways in which nursing administrators, faculty, and students sought to address the unparalleled challenges they confronted on a day-to-day basis. In particular, the findings provide critical insights into the efficacy of the changes nursing programs made to their course delivery formats to adjust to the confluence of rapidly evolving federal, state, and private restrictions to stem the spread of COVID-19.
Conclusion
This study stands as the most comprehensive assessment of prelicensure nursing education in the United States since the onset of COVID-19. It extends knowledge by linking potential deficiencies in students’ didactic and clinical education during the pandemic and their early career preparedness, clinical competence, and the patient safety implications therein.
期刊介绍:
Journal of Nursing Regulation (JNR), the official journal of the National Council of State Boards of Nursing (NCSBN®), is a quarterly, peer-reviewed, academic and professional journal. It publishes scholarly articles that advance the science of nursing regulation, promote the mission and vision of NCSBN, and enhance communication and collaboration among nurse regulators, educators, practitioners, and the scientific community. The journal supports evidence-based regulation, addresses issues related to patient safety, and highlights current nursing regulatory issues, programs, and projects in both the United States and the international community. In publishing JNR, NCSBN''s goal is to develop and share knowledge related to nursing and other healthcare regulation across continents and to promote a greater awareness of regulatory issues among all nurses.