Since January 2020 Elsevier has created a COVID-19 resource centre with

free information in English and Mandarin on the novel coronavirus COVID-

19. The COVID-19 resource centre is hosted on Elsevier Connect, the
company's public news and information website.

Elsevier hereby grants permission to make all its COVID-19-related

research that is available on the COVID-19 resource centre - including this
research content - immediately available in PubMed Central and other
publicly funded repositories, such as the WHO COVID database with rights
for unrestricted research re-use and analyses in any form or by any means
with acknowledgement of the original source. These permissions are
granted for free by Elsevier for as long as the COVID-19 resource centre
remains active.
 Teaching and Learning in Nursing 17 (2022) 477 481

Contents lists available at ScienceDirect

Teaching and Learning in Nursing

journal homepage: [Link]/
teaching-and-learning-in-nursing

Exploring the experiences of nursing faculty during the coronavirus

(COVID-19) pandemic—A qualitative descriptive study
Laura C. Sessions, PhD, RN*, Michelle Ness, PhD, RN, Hayley Mark, PhD, RN, FAAN
Department Chairperson, Towson University, Towson, MD, USA

A R T I C L E I N F O A B S T R A C T

Article History: Aim: To gain an understanding of the experiences of nurse educators during the COVID-19 crisis.
Accepted 22 May 2022 Background: The pandemic forced the closure of colleges and universities nationwide. Nurse educators were
challenged to offer didactic and experiential learning in online formats.
Keywords: Design: Qualitative description.
Qualitative Method: A purposive sample of 27 nurse educators employed in Maryland participated in semi-structured
Qualitative descriptive
interviews from February to April 2021. Content analysis was performed by two researchers independently
Faculty
and results compared for thematic analysis.
COVID-19
SARS-CoV-2
Results: Three themes were identified: (1) uncertainty within pandemic ambiguity, (2) prioritizing pedagogy,
Pandemics and (3) professional commitment.
Nursing Conclusion: Faculty need increased pedagogical support for online teaching. Online pedagogies must include
Education ways to support student emotional well-being and development of clinical judgment. A profession-wide
Distance reflection of how nursing education can meet the evolving needs of the health care system, especially when
Technology access to clinical sites is limited, is warranted.
Students © 2022 Organization for Associate Degree Nursing. Published by Elsevier Inc. All rights reserved.
Delivery of health care

Introduction understanding of the experiences of nurse educators during the

COVID-19 crisis.
The coronavirus (COVID-19) pandemic has had a dramatic impact
on higher education in the United States. Beginning in March 2020, Methods
over 1,100 colleges and universities in the U.S. cancelled in-person
classes (NACUBO, 2021). Faculty and campus leaders were in crisis This study employed qualitative description to discover a compre-
mode, constantly responding to changing public health recommen- hensive summary of the “who, what and where. . .” (Sandelowski,
dations. In response, faculty and students had to move to online edu- 2000, pp. 338) of the experiences of nurse educators during the first
cation in a matter of days. Clinical sites were closed to students in year of the COVID-19 pandemic.
spring of 2020 and when nurse faculty and their students returned to
in-patient settings in the fall, they risked exposure to COVID-19. Sample and Recruitment
Complaints of emotional and physical exhaustion were common
among nurses, faculty, and students. Participants were recruited from nursing programs via an email
Although literature is emerging regarding the nursing student shared with the Maryland State Council of Deans and Directors of
experience during COVID-19 (Masha’al et al., 2020), less is known nursing programs with a request to forward to faculty. The recruit-
about the burdens experienced by nurse educators as they responded ment email, sent in February 2021, provided basic information
to the challenges necessitated by COVID-19, or the strategies they about the study, investigator contact information, and a link to indi-
used to keep the pipeline of new nursing graduates open. It is imper- cate study interest. Clicking on the link took the nurse educator to
ative to understand the pandemic experiences of nursing faculty to an eligibility questionnaire. To join the study, participants had to be
learn how to support them during future large-scale public health higher education nursing faculty teaching during the COVID-19 pan-
emergencies. Therefore, the aim of this study was to gain a better demic, able to read and write English, and have internet access. Eli-
gible participants automatically received an electronic consent
followed by a demographic survey via Qualtrics. Once consent was
*Corresponding author. Tel.: 410 704 5672; 443 980 5262 verified, participants were contacted via email to arrange a date and
E-mail address: lsessions@[Link] (L.C. Sessions). time for a virtual interview.

[Link]
1557-3087/© 2022 Organization for Associate Degree Nursing. Published by Elsevier Inc. All rights reserved.
478 L.C. Sessions et al. / Teaching and Learning in Nursing 17 (2022) 477 481

Data Collection and Management Table 1

Socio-demographic characteristics of nurse faculty par-
ticipants (n = 27)
Interviews occurred from February to April 2021. A semi-structured
interview guide (Supplement 1) was utilized to assure focus on the Sample Characteristic n (%)
research question and continuity between three interviewers (X1., X2.,
Gender
& X3). The interview guide was trialed with an experienced nurse edu- Female 27 (100%)
cator and revisions made based on feedback prior to use. Interviews Race/ethnicity
were conducted from private offices, recorded (audio and video) via Black of African American 5 (19%)
White 21 (78%)
secure university video conferencing platforms, and lasted 45-90
Prefer not to answer 1 (3%)
minutes. Participants were offered the opportunity to use a pseudonym Highest level of nursing education
or have cameras off during the interview. Most participants were in Master’s degree 16 (59%)
their homes during the interview and were encouraged to speak freely Doctoral degree 11 (41%)
beyond interview questions. Interview recordings were transcribed ver- Program type—primary teaching load
Associate degree 12 (44%)
batim by [Link], and verified and de-identified by the interviewer. All
Bachelor’s degree 10 (37%)
study data, documents, and an audit trail were maintained on a pass- Master’s degree 4 (15%)
word protected secure server. Participants received a $30 e-gift card. Doctoral degree 1 (3%)

Data Analysis nursing education programs in Maryland. No faculty taught fully

online prior to the pandemic.
Data collection ceased when data saturation was achieved. A content
analysis approach was used to identify, describe, and make inferences Thematic Results
about collected data in a way that was faithful to the research question
(Bradshaw et al., 2017). As each new interview was conducted, research- A content analysis of the data provided an understanding of facul-
ers documented initial ideas about the content in memos. Interviews ties’ experiences during campus closures for COVID-19. Their insights
were read word by word and coded to determine initial categories. An were characterized by three general themes of (1) uncertainty within
iterative process of data analysis included repeated reading, reviewing, pandemic ambiguity, (2) prioritizing pedagogy, and (3) professional
and refining of categories and themes (Bradshaw et al., 2017). Findings commitment.
were discussed until consensus was reached on categories and themes.
Uncertainty Within Pandemic Ambiguity
Trustworthiness
During the pandemic, nursing faculty struggled with stress and
A systematic strategy was used to objectively gather, quantify, and anxiety. As health care professionals, they recognized the potential
describe the phenomena being studied, thereby enhancing the validity harm of a global pandemic but were initially unsure of the impact.
of the results (Elo et al., 2014). Researchers were all practicing nurse edu- This ambiguity, or uncertainty, left nursing faculty with an acute
cators; therefore, efforts were made to assure the analysis was not biased sense of the unknown (Lexico, 2021). The lack of information on how
by personal perceptions. Data were quantified to provide insight into the colleges and universities should best respond to the pandemic led to
frequency categories and themes were mentioned to aid in prevention much ambiguity on how to move forward during the initial months.
of bias (see Supplement 2. Results of Thematic Analysis). The use of mul- It contributed to faculty feelings of uncertainty regarding how best to
tiple researchers allowed for diversity of thoughts about the data. When continue to fulfill their work responsibilities while supporting the
bias was suspected, researchers went back to the raw data to confirm students and meeting the needs of their families.
there was adequate evidence to support categories and themes. Faculty confronted the sudden closing of colleges and universities,
Member checking with six participants confirmed our findings as well as the cessation of clinical and laboratory experiences for stu-
and helped to establish the credibility of the results. An auditor dents. Initially, faculty focused on a rapid transition to online learn-
engaged to review the audit trail and results also confirmed the find- ing. Most had only one to two weeks to move their courses to an
ings. Supplement 3 summarizes the data collection and analysis online platform and in-person experiences did not always translate
approach and steps taken to enhance trustworthiness. The consoli- easily or well in an online environment “. . .we had entire lectures
dated criteria for reporting qualitative research (COREQ) were fol- surrounding, 'walk a mile in the shoes of an older adult' where they
lowed in the creation of this report (Tong et al., 2007). simulate all these different things. And we had this space to fill . . .
how are we going to replace that online?” (P02)
Ethics
Faculty Support
Institutional Review Board approval was obtained from Towson
University (Project #1328). This research was supported by internal Most faculty expressed satisfaction with the way administrators
funding from the College of Health Professions. All participants were at their institution responded to the pandemic. They believed the
informed of the voluntary nature and purpose of the study prior to administration took steps to protect the campus community. “I do
consenting to participate. see protective policies and practices in place, and I do feel like we are
following the science and the evidence-based best practices around
Results it.” (P18) Administration provided faculty with technical support to
move their classes online, providing laptops and internet connectiv-
Participant Characteristics ity to faculty and students where needed, and offered educational
resources on how to navigate the learning management system.
Of the 27 participants, all were female, predominantly White Administration demonstrated respect for the faculty as the expert
(78%, n = 21), and masters (59%, n = 16) prepared. Respondents taught educators, supporting faculty decisions regarding content delivery.
in associate (44%, n = 12), baccalaureate (37%, n = 10), and graduate Faculty recognized that administration was also learning how to
(18%, n = 5) programs (Table 1). Participants represented 10 of the 28 respond to the fluctuating challenges of a pandemic “. . . they kind of,
 L.C. Sessions et al. / Teaching and Learning in Nursing 17 (2022) 477 481 479

just said, ‘Figure it out.’ But not in an unsupportive way, but in a way online learning facilitated an improved relationship. “We all had
that, ‘We're, kind of, learning this, too. You make the best judgment to be resilient, not only as faculty, but students. We had to kind of
call, and we'll deal with the ramifications after.’” (P02) meet each other in the middle, and they had to trust us, and we
Not everyone felt supported by administration. Some faculty had to trust them.” (P16)
expressed dissatisfaction over differing standards for faculty and stu-
dents. While students were provided remote learning, one faculty
reported they were expected to remain on campus and their salary Personal Challenges
was reduced,
The University also proposed a 10% pay reduction, . . .well, is there Many faculty struggled with personal challenges during this time.
going to be a 10% reduction in the expectations for committee They were fearful of the virus and experienced distress over the
work? I just felt like there was complete disregard for faculty threat to their safety and the safety of their loved ones.
need for support, but yet a tremendous burden and expectation While I was already stressed out at work trying to transition my
that faculty go above and beyond to support the student. (P21) courses online, . . . I dealt with the very personal loss of my father
from COVID-19, which was quite confusing because we were all
Overwhelmingly, faculty identified their peers as their greatest learning together about what this virus was, the severity of it, and
source of support. “My colleagues have . . . been so incredibly impor- it really just hit home. (P23)
tant to my ability to cope with this. . . . Just knowing that there are
people that have your back and are standing alongside you and are Some faculty, including older faculty who assumed a childcare
for you and are bearing you up.” (P18) role for their grandchildren, were faced with helping children learn
when the public schools closed. “I'm trying to do a remote lecture
Concern for Student Challenges and having to mute. . . to answer first-grade and second-grade types
of questions, just added to the burden of responsibility and then, ulti-
Students told faculty that they were genuinely concerned about mately, the anxiety and the frustrations.” (P21)
their education and worried about continuing while balancing
increased childcare and work. Many students were working additional Prioritizing Pedagogy
hours to help provide financial support for their families. Faculty were During the transition to online teaching, nurse educators had to
sensitive to the stress and anxiety the students were experiencing, continuously reevaluate the impact of their teaching strategies and
find new and creative ways to meet students’ learning needs while
. . . students who are just really on edge right now and I have to bring
maintaining course/program outcomes. Faculty spent the summer
myself to understand that they are also going through... they're learn-
months of 2020 working on improving course delivery, many taking
ing in a pandemic. I'm not only teaching in a crisis situation; they're
classes on utilizing the online technology available at their academic
learning in a crisis situation. (P23)
institution. As the pandemic continued into fall 2020, and faculty
became more comfortable with online instructional technology, the
Although participants reported working hard to create online
impact of the pandemic and distance education on student learning
classes and produce experiences to replace lab and clinical, many
outcomes and the quality of instruction became a primary concern.
reported that students were initially unhappy with online instruction
Continually evolving policies and procedures, and pandemic chal-
and found the faculty unhelpful. “They found us unsupportive. It was
lenges led to the necessity to balance the need for increased flexibil-
probably the worst teaching evaluations I got.” (P02)
ity for students with maintaining high standards for progression.
Students and faculty were also distressed by the added burden of
Balancing “. . . trying to be really empathetic with what they're going
the political tensions and racial unrest at the time. “But it just seems
through and also trying to make sure that they are meeting the
so daunting and so overwhelming . . ., and then all of the social unrest
objectives of the program so that they're prepared to go out there.”
on top of that. And then all of the political stuff on top of that. It just
(P04)
means a lot, emotionally it gets too much.” (P07) Some faculty
believed they were ill-prepared to address their students’ social jus-
Supporting Student Mental Health
tice concerns, especially in an online format. “I didn't know, should
we be having open conversations in class about the political climate?
I knew colleagues who were doing that, but I didn't, necessarily, feel
comfortable with that.” (P02) As students continued to face barriers, faculty recognized that the
students’ stress and anxiety was impacting their academic success.
Student Motivation and Engagement Faculty believed they had an additional responsibility to address
the emotional health needs of students. Faculty had frequent vir-
tual one-on-one meetings with students to provide academic and
emotional support. Many used classes to talk to students about
Faculty also described challenges with student engagement and their concerns. One faculty reported starting each class with a ques-
motivation; “... keeping them motivated . . .can be a little bit tion “. . .’Tell me one thing stressful COVID has done in your life, and
exhausting because they're more needy right now.” (P24) Another one thing positive COVID has done.’ You know, across the board,
expressed the frustration of losing the interpersonal connection they had never felt such stress and anxiety.” (P24)
with students, “It's been very challenging because you don't really
get to see the students, so you really don't have a full sense of
how they're doing emotionally, physically, you don't know what
Creativity and Flexibility
other challenges they're experiencing (P05)
Most faculty reported that distance learning created a barrier By fall of 2020, faculty were rethinking their teaching strategies.
between the students and the faculty interfering with faculty-stu- Feedback from students demonstrated dissatisfaction with the online
dent relationships. However, a few believed the pandemic and teaching implemented in the spring. “We weren’t sure that flying by
480 L.C. Sessions et al. / Teaching and Learning in Nursing 17 (2022) 477 481

the seat of our pants was really effective. It was not as effective as we . . .that interpersonal content, coming face to face with somebody and
wanted it to be.” (P21) Faculty wanted to offer valuable learning experiencing another human being, I think they sense there's
experiences that met student needs and outcomes in an online envi- something lacking, and I sense there's something lacking. (P18)
ronment. “So, trying to create my way of being in the classroom and
recreate that in a way that was authentic to who I am as an instructor Some faculty had begun to look toward the future and the influ-
was extremely challenging in the spring.” (P21) Faculty reported the ence of the pandemic on nursing education and the workforce. They
need for increased creativity as they worked to create multi-media began to consider how the pandemic has changed nursing practice
presentations for lectures and labs, spending online class time on and how they will need to adapt curricula to meet future needs. They
application of material to make up for missed clinical and simulation were reflecting on questions such as: In what ways has the pandemic
opportunities. Many reported frustrations with a lack of knowledge changed nursing practice? How are we preparing students to be resil-
in how to create an online experience for students that supported the ient, capable nurses? One educator expressed this uncertainty well.
development of clinical judgment. Virtual simulation packages were
an incomplete solution and faculty did not feel confident making up Am I teaching and guiding them in the right way? Because I'm not out
the gap in their classes. there in the front lines and I'm not there to physically witness all of
these changes. Am I even equipped to provide them with that? (P23)
They [students] have trouble seeing the whole picture and they
have trouble really connecting the dots, . . . and I worry about their
critical thinking skills, and they don't have any opportunity to
practice prioritizing skills . . . That's my biggest concern (P25) Professional Commitment
Jafaraghaee et al. (2017) define professional commitment as “loy-
In a vacuum of pedagogical support from administration on best alty, the desire to stay in a profession, and a sense of responsibility
practices to develop clinical judgment and skills online, faculty toward the profession's particular problems and challenges.” The
turned to more experienced peers and outside resources to help increased focus on student support and pedagogy required tremen-
them find creative solutions to focus lessons on developing clinical dous effort from faculty and had a negative impact on their work-life
judgment. balance. Although most faculty enjoyed not having to commute,
many reported maintaining 60-to-80-hour work weeks, communi-
I just went to a . . . conference .... And they had all of these different
cating with students via email and creating lessons until late at night.
resources to help with critical thinking for nursing students and
“Sometimes you do feel like you make these Herculean efforts to
engaging activities. . . . So, I would say now it's a little bit better
carve out a robust experience for students in the midst of this COVID
compared to when the pandemic first started because like I said,
environment, particularly clinical. This is not easy to do. You know?”
we didn't know... (P26)
(P18)
Faculty engaged in a process of continuous evaluation and revi- Faculty reported that a strong motivation for continuing in their
sion of learning activities to improve the student learning experi- academic position was student success. “My personal motivation is
ence and help students attain learning outcomes. “I keep saying it student success. . . .. I want them to get out there. I want them to
to myself, this has not been done before. There's a saying that touch a life.” The focus on student success led faculty to consider their
we're building the plane as we're flying it... It definitely taught me own professional growth in the face of adversity.
to be a lot more flexible.” (P07)
I had to remind myself that . . .its heavy work, but we tend to nor-
malize it as, oh, that’s just what I do. I had to stop and think about
it and say no, I’m doing something fabulous here, I’m doing some-
Concern About Student Preparation thing that is truly important and not easy for anyone to do. (P23)

Although most faculty reported that students were allowed to Despite the challenges throughout the pandemic, faculty applied
return to some clinical experiences in the fall of 2020, group sizes their experience in nursing education in new ways to meet the needs
were smaller with little to no access to specialty units (e.g., men- of their students.
tal health, obstetrics, community, and pediatrics). Recreating clin- My experiences working as a nurse educator during the pan-
ical in the lab was a challenge. To limit student exposure to demic, definitely I had a range of emotions over the entire year. There
COVID-19 while supporting student success, faculty created were times I was angry. There were times I was frustrated. There
online lab demonstrations, provided small group practice sessions were times that I was incredibly proud to be a nurse educator. But
with social distancing, and adhered to cleaning protocols between when I think back, it just took a lot of creativity and flexibility. I was
lab groups. Programs faced challenges providing students with scared. I didn't know what was going to happen during this entire
difficult to obtain PPE as well as fit testing students for N-95 process, but I will say that I feel like I was very proud and happy to be
masks. Many faculties responded to missed clinical opportunities able to continue to educate nurses during this trying time. (P19)
by requiring the students’ purchase virtual simulation packages
and creating case studies to encourage the development of clini-
cal judgment. Discussion
Despite attempts to continue to provide laboratory and clinical
experiences, faculty were concerned that the lack of clinical expo- In this study, we sought to gain a better understanding of the
sure was impacting student competence. Students who graduated experiences of nursing faculty during the COVID-19 pandemic.
in May 2021 had most of their nursing education online and Themes and categories describe the struggles faculty faced as they
missed many hours of direct patient care. “I don't want them to moved from a professional experiential practice program to an online
go to a clinical site and be like, ‘Oh, I don't know how to give environment. Nursing faculty reflected on the personal and profes-
insulin. . .. I never had to’.” (P08) sional challenges they endured amid rapidly changing state and fed-
Faculty expressed concern that lack of opportunities to practice eral guidelines. Despite the adversity they faced, participants in our
interpersonal, psychomotor, and communication skills would handi- study described student success and a strong professional commit-
cap students in the clinical setting. ment as their motivation for continuing in their academic careers.
 L.C. Sessions et al. / Teaching and Learning in Nursing 17 (2022) 477 481 481

Unfortunately, our findings also show that this level of engagement benefit from increased administrative support to hone their craft as
came at a cost of prioritizing work over personal concerns. nurse educators in online environments. Online pedagogies must
Nursing faculty identified issues with student motivation and include ways to support students’ emotional well-being and the
engagement in the classroom, indicating that the importance of pri- development of clinical judgment. A profession-wide reflection of
oritizing student mental health, a concern noted in other studies (Son how nursing education can meet the evolving needs of the health
et al., 2021). Faculty learned that during times of crisis, we need to care system, especially when access to clinical sites is limited, is war-
conduct frequent well-being check-ins with students, and devote ranted. The pandemic has revealed a need to re-assess academic-
some class time to strategies to support students’ mental health. practice collaborations; new models are needed that leave open a
While comfort with the institutions learning management system place for student nurses during disaster situations.
made the transition of didactic content to an online platform relatively
easy, the lack of pedagogic support to adapt active learning, lab, and
clinical experiences into meaningful online instruction was an unex- Author Contributions
pected challenge with important consequences. As in other studies
(Culp-Roche et al., 2021), faculty struggled to develop lessons that sup- X1 and X2 co-designed the study, collected and analyzed data,
ported students’ development of the psychomotor skills, interpersonal and wrote/reviewed/edited the manuscript. X3 co-designed the
skills, and clinical judgment. Hawkins and Wiles (2020) reported that study, collected data, drafted the introduction, and reviewed/edited
at the start of the pandemic, nearly 70% of nursing faculty had not the manuscript.
taught online. Learning to teach online was a struggle for faculty dur-
ing this time (Gazza, 2002). Matthias et al. (2019) suggested that nurs- Declaration of Competing Interest
ing faculty should participate in formalized educational programing on
online instructional design and learning management systems to None.
improve online instruction. One way administration can support
online teaching is to provide faculty with an instructional designer.
Richter and Schuessler (2019) identified the need for instructional Supplementary materials
designers to assist faculty with the creation of online content that sup-
ports student engagement and learning outcomes. Supplementary material associated with this article can be found
Peer support and collaboration were critical to faculty success in the online version at doi:10.1016/[Link].2022.05.010.
during COVID-19. Consistent with findings from Puska and Janzen
(2020) and Gazza (2022), faculty capitalized on the strengths and
experience of their peers to help them navigate curricular demands, References
student challenges, and the online learning environment. Faculty
with online experience became valuable resources, sharing their Sandelowski, M. (2000). What ever happened to qualitative description? Research in
expertise on topics from how to use the technology to creating Nursing & Health, 23, 334–340. doi:10.1002/1098-240X(200008)23:4<334::AID-
NUR9>[Link];2-G.
engaging lessons to best practices for content delivery. While helpful Tong, A., Sainsbury, P., & Craig, J. (2007). Consolidated criteria for reporting qualitative
to their peers, faculty with experience in online education often felt research (COREQ): A 32-item checklist for interviews and focus groups. Interna-
overwhelmed by efforts to support peers while meeting their own tional Journal for Quality in Health Care, 19(6), 349–357.
Elo, S., Kaarianien, M., Kanste, O., Polkki, T., Utriainen, K., & Kyngas, H. (2014). Qualita-
academic responsibilities. Administrators should consider reducing tive content analysis: A focus on trustworthiness. SAGE Open, 4(1), 1–10.
the academic load of faculty with essential skills so that they are doi:10.1177/2158244014522633.
available to support their peers. Jafaraghaee, F., Ebadi, A., Negarandeh, R., & Mehrdad, N. (2017). A professional commit-
ment scale for clinical nurses: A study protocol. Medical Journal of the Islamic
Republic of Iran, 31, 123. doi:10.14196/mjiri.31.123.
Limitations Bradshaw, C., Atkinson, S., & Doody, O. (2017). Employing a qualitative description
approach in health care research. Global Qualitative Nursing Research, 4, 1–8.
doi:10.1177/2333393617742282.
There were several limitations to this study. To assure our partici-
Richter, S. L., & Schuessler, J. B. (2019). Nursing faculty experiences and perceptions of
pants had the experience of working in academic settings during clo- online teaching: A descriptive summary. Teaching and Learning in Nursing, 14(1),
sures, we limited our interviews to nurse educators in Maryland. 26–29. doi:10.1016/[Link].2018.09.004.
Matthias, A. D., Gazza, E. A., & Triplett, A. (2020). Preparing future educators to teach in
Nurse educators in areas where the governmental response differed
the online environment. Journal of Nursing Education, August 2019, 58(8), 488–491.
may have had different experiences. Respondents of racial/ethnic doi:10.3928/01484834-20190719-10.
backgrounds other that White or Black, and male educators were not Puska, M., & Janzen, K. (2020). Faculty perception of teaching nursing content online in
represented in our findings. These educators may have been prelicensure baccalaureate nursing programs. Journal of Nursing Education, 59(12),
683–691. doi:10.3928/01484834-2020118-05.
impacted differently. Overwhelmingly the respondents reported Masha’al, D., Rababa, M., & Shahrour, G (2020). Distance learning-related stress among
being motivated by love for their job and a desire to help their stu- undergraduate nursing students during the COVID-19 pandemic. Journal of Nursing
dents. This may indicate a self-selection bias of highly committed Education, 59(12), 666–674. doi:10.3928/01484834-20201118-03.
Hawkins, J, & Wiles, L. (2020) Making the pivot: Online /learning during COVID-19
individuals. Therefore, we may be missing the experiences of nurse [PowerPoint slides]. [Link]
educators who had different perceptions of their experience. opment/Webinars/[Link]
Although we took steps to prevent bias (multiple coders, member Culp-Roche, A., Hardin-Fanning, F., Tartavoulle, T., Hampton, D., Hensley, A.,
Wilson, J. L., & Wiggins, A. T. (2021). Perception of online teacher self-efficacy: A
checking, memos, use of a semi-structured interview guide, a quanti- multi-state study of nursing faculty pivoting courses during COVID 19. Nurse Edu-
tative look at numbers of faculty that supported a category or theme, cation Today, 106, 1–5. doi:10.1016/[Link].2021.105064.
and peer review) as nurse educators ourselves we may have been Gazza, E. (2022). The experience of being a full-time academic nurse educator during
the COVID-19 pandemic. Nursing Education Perspectives, Open Access, 43(2), 74–79.
biased during the analysis of the findings. doi:10.1097/[Link].0000000000000933.
Lexico Dictionaries. (n.d.). Ambiguity: Meaning & definition for UK English. Lexico Dic-
Conclusion tionaries j English. Retrieved November 1, 2021, from [Link]
definition/ambiguity
NACUBO (2021). The impact of the coronavirus on higher [Link] Novem-
Participants in our study demonstrated a laudable commitment to ber 16, 2021. file:///C:/Users/LSESSI»1/AppData/Local/Temp/NACUBO%20The-
their profession and their students, taking great pride in their work %20impact%20of%20Coronavirus%20on%20higher%[Link]
and displaying resiliency in the face of adversity. Faculty would