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Nursing Faculty Experiences During the COVID-19 Pandemic Response
Tara L Sacco1, Michelle M Kelly
1About the Authors Tara L. Sacco, PhD, RN, CCRN-K, ACCNS-AG, is an assistant professor and the Clinical Nurse Specialist Program coordinator, Wegmans School of Nursing, St. John Fisher College, Rochester, New York, and a clinical nurse specialist, Adult Critical Care Nursing, University of Rochester Medical Center, Rochester, New York. Michelle M. Kelly, PhD, CRNP, CNE, is an associate professor, Pediatric Primary Care Nurse Practitioner Program, M. Louise Fitzpatrick College of Nursing, Villanova University, Villanova, Pennsylvania. For more information, contact Dr. Kelly at Michelle.Kelly@villanova.edu.
Aim:
The specific aim of the study was to describe nursing faculty experiences during the COVID-19 pandemic.
Background:
Academic nursing experiences were disrupted due to the COVID-19 pandemic. There is concern that the resulting stress threatens nursing faculty emotional well-being.
Method:
A descriptive, quantitative study was conducted, exploring faculty academic and clinical roles during the COVID-19 pandemic, including perception of institutional support provided; faculty burnout, satisfaction, and well-being; and student support needs and well-being.
Results:
Analyses were performed on 117 quantitative and 49 qualitative responses. Participants perceived support from academic institutions and increased need to provide emotional support to students. Most reported negative effects on well-being but did not report high levels of burnout.
Conclusion:
Nursing faculty are essential to the profession. Stress responses from the COVID-19 pandemic may not be fully realized. Nursing faculty require proactive and sustained institutional and personal support to provide exceptional ongoing education, build resilience, and support students.
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