Nursing Faculty Experiences With Emergent Remote Teaching Transitions: A Qualitative Systematic Review

Information on nursing faculty members' experiences with the emergent transition during the COVID-19 pandemic remains limited.

This qualitative systematic review aimed to synthesize evidence from qualitative studies exploring nursing faculty members' experiences during the COVID-19 pandemic.

Twelve qualitative studies were selected from 5 electronic databases and synthesized. This review followed Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and was registered with PROSPERO (CRD42022371092).

Twelve empirical qualitative studies published between 2021 and 2024 were included. These studies were conducted across various regions, including Australia, Jordan, Pakistan, South Korea, and the United States. On the basis of the experiences of 330 nursing faculty members, 5 common themes were identified: (1) concerns regarding changes in traditional nursing pedagogy; (2) overwhelmingly heavy workloads; (3) acceptance of and coping with the pandemic; (4) the need for continuous and diverse forms of support; and (5) opportunities for improving nursing programs.

These themes can guide educational administrators in identifying ongoing challenges faced by nursing faculty and reforming nursing education. They also provide a foundation for nursing educational associations and institutions to enhance current teaching approaches and develop new learning strategies in preparation for future public health emergencies.