Transforming Clinical Education During a Global Pandemic: Building New Approaches to Clinical Education
Melissa Rembish1, Marianne Snyder, Dawn Sarage
1About the Authors The authors are faculty at the University of Connecticut School of Nursing, Storrs, Connecticut. Melissa Rembish, MSN, RN, NPD-BC, CHSE, is an assistant professor. Marianne Snyder, PhD, MSN, RN, is assistant professor and director, CEIN/BS Accelerated and Traditional Undergraduate Programs. Dawn Sarage, MSN, RN, CMSRN, CNL, CHSE, is a clinical instructor. Nancy Spadafora, MSN, RN, CPAN, is a clinical instructor. Ivy M. Alexander, PhD, APRN, ANP-BC, FAANP, FAAN, is professor and director, Adult-Gerontology Primary Care Track. For more information, contact Melissa Rembish at melissa.rembish@uconn.edu .
Abstract:
The sudden and severe impact of COVID-19 on nursing education brought about many challenges and opportunities. The Community of Inquiry model and Online Collaborative Learning theory provided a guiding framework for preparing faculty to develop curriculum and deliver online/virtual synchronous clinical and laboratory experiences for junior and senior nursing students, overcome identified challenges, and evaluate the experiences. The swift change to virtual clinical education required careful reflection about how we teach, evaluate learning, and move forward with precision while establishing new best practices.
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