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Koronavirüs 2019 Pandemi Sürecinde Hemşirelik Eğitimi: Belirsizlikler ve Öneriler

Yıl 2021, Cilt: 14 Sayı: 2, 171 - 176, 15.04.2021
https://doi.org/10.46483/deuhfed.806355

Öz

Hemşirelik eğitimi, öğrenim sürecinde öğrenciye kazandırılan teorik bilgilerin klinik alanda uygulamasını gerektiren bir yapıya sahiptir. Ancak 2019 yılının sonlarından itibaren küresel boyutta mücadele edilen Koronavirüs 2019 pandemi sürecinde, virüsün bulaşma zincirini kırabilmek amacıyla insan yaşamında birçok değişim yaşanmaktadır. Bu değişimlerden birisi de hemşirelik alanında eğitim veren kurumların yüz yüze verilen örgün eğitim süreçlerini uzaktan eğitim aracılığı ile devam ettirmek zorunda kalmalarıdır. Oldukça hızlı gerçekleştirilen bu süreçte teknolojik alt yapı, eğitimci ve öğrencilerin bilgi kaynaklarına ulaşma ve bunları kullanma durumları gibi konularda değerlendirmeler gerçekleştirilememiştir. Henüz yapılandırılmamış olan ve öğrencileri klinik alandan uzaklaştıran bu süreç hemşirelik öğrencilerinin eğitim süreçlerinde bilişsel, duyuşsal ve psikomotor alanlarda kazanmaları gereken yeterliliklere yönelik tehdit oluşturmaktadır. Dolayısıyla hemşirelik eğitiminin hem teorik hem uygulamalı boyutuna yönelik birçok belirsizlik doğmakta olup, uluslararası boyutta hemşirelik eğitiminin sürdürülebilirliğine yönelik görüşlerin ortaya koyulduğu görülmektedir. Derlemenin amacı, Koronavirüs 2019 pandemi sürecinde hemşirelik eğitiminin nasıl sürdürülebileceği konusundaki belirsizlik hakkında literatür doğrultusunda çıkarımlarda ve önerilerde bulunmaktır.

Destekleyen Kurum

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Proje Numarası

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Teşekkür

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Kaynakça

  • 1. Van Doremalen N, Bushmaker T, Morris DH, Holbrook MG, Gamble A, Williamson BN et al. Aerosol and surface stability of SARS-CoV-2 as compared with SARS-CoV-1. New England Journal of Medicine 2020;382(16):1564-1567.
  • 2.Han Y, Yang H. The transmission and diagnosis of 2019 novel coronavirus infection disease (COVID‐19): A Chinese perspective. Journal of Medical Virology 2020;92(6):639-644.
  • 3.Zou L, Ruan F, Huang M, Liang L, Huang H, Hong Z et al. SARS-CoV-2 viral load in upper respiratory specimens of infected patients. New England Journal of Medicine 2020;382(12):1177-1179.
  • 4.Whiting K. Coronavirus isn’t an outlier, it’s part of our interconnected viral age. World Economic Forum 2020. URL: https://www.weforum.org/agenda/2020/03/coronavirus-global-epidemics-health-pandemic-covid-19/. 16 Eylül 2020
  • 5.Barton AJ, Murray TA, Spurlock DR. An open letter to members of the nursing education community. J Nurs Educ 2020;59(4):183-183.
  • 6.Lazenby M, Chambers S, Chyun D, Davidson P, Dithole K, Norman I et al. Clinical nursing and midwifery education in the pandemic age. Int Nurs Rev 2020;67:323-325.
  • 7.Salah AA, Aljerjawy M, Salama A. Gap between theory and practice in the nursing education: The role of clinical setting. Emergency 2018;24:17-18.
  • 8.Yükseköğretim Kurulu (YÖK). Basın açıklaması. URL: https://www.yok.gov.tr/Sayfalar/Haberler/2020/universitelerde-uygulanacak-uzaktan-egitime-iliskin-aciklama.aspx. 16 Eylül 2020
  • 9.Alzahrani SB, Alrusayes AA, Aldossary MS. Impact of COVID-19 pandemic on dental education, research, and students. Int J Health Sci Res 2020;10(6):207-212.
  • 10.Gewin V. Five tips for moving teaching online as COVID-19 takes hold. Nature 2020;580(7802):295-296.
  • 11.Özbay Ö. Dünyada ve Türkiye’de uzaktan eğitimin güncel durumu. Uluslararası Eğitim Bilimleri Dergisi 2015;(5):376-394.
  • 12.Hodges C, Moore S, Lockee B, Trust T, Bond A. The difference between emergency remote teaching and online learning. Educause Review 2020;27. URL: https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning. 16 Eylül 2020
  • 13.Iyer P, Aziz K, Ojcius DM. Impact of COVID‐19 on dental education in the United States. J Dent Educ 2020;84(6):718-722.
  • 14.Konrad S, Fitzgerald A, Deckers C. Nursing fundamentals–supporting clinical competency online during the COVID-19 pandemic. Teaching and Learning in Nursing 2020;1-4. https://doi.org/10.1016/j.teln.2020.07.005.
  • 15.Bowling A, Cooper R, Kellish A, Kubin L, Smith T. No evidence to support number of clinical hours necessary for nursing competency. J Pediatr Nurs 2018;39:27–36.
  • 16.O'Flynn-Magee K, Hall W, Segaric C, Peart J. The impact of Covid-19 on clinical practice hours in pre-licensure registered nurse programs. Teaching and Learning in Nursing 2020;2:36. https://doi.org/10.1016/j.teln.2020.07.007.
  • 17.Ulenaers D, Grosemans J, Schrooten W, Bergs J. Clinical placement experience of nursing students during the COVID-19 pandemic: A cross-sectional study. Nurse Educ Today 2021;99:104746.
  • 18.Fogg N, Wilson C, Trinka M, Campbell R, Thomson A, Merritt L et al. Transitioning from direct care to virtual clinical experiences during the COVID-19 pandemic. J Prof Nurs 2020;36(6):685-691.
  • 19.Rourke S. How does virtual reality simulation compare to simulated practice in the acquisition of clinical psychomotor skills for pre-registration student nurses? A systematic review. Int J Nurs Stud 2020;102:103466.
  • 20.Foronda CL, Fernandez-Burgos M, Nadeau C, Kelley CN, Henry MN. Virtual simulation in nursing education: A systematic review spanning 1996 to 2018. Simul Healthc 2020;15(1):46-54.
  • 21.Rim D, Shin H. Effective instructional design template for virtual simulations in nursing education. Nurse Educ Today 2021;96:104624.
  • 22.National Council od State Boards of Nursing (NCSBN). Simulation guidelines for prelicensure nursing education programs. URL: https://www.ncsbn.org/simulationguidelines_alexander_2015.pdf. 03 Mart 2021
  • 23.Sullivan N, Swoboda SM, Breymier T, Lucas L, Sarasnick J, Rutherford-Hemming T et al. Emerging evidence toward a 2:1 clinical to simulation ratio: A study comparing the traditional clinical and simulation settings. Clin Simul Nurs 2019;30:34-41.
  • 24.Hemşirelik Eğitim Derneği (HEMED). Hemşirelik Ulusal Çekirdek Eğitim Programı (HUÇEP)-2014. URL: http://www.hemed.org.tr/2014-hucep/. 03 Mart 2021
  • 25.Hemşirelikte Eğitim Programları Değerlendirme ve Akreditasyon Derneği (HEPDAK). Hemşirelik Lisans Eğitim Programı Standartları. URL: https://www.hepdak.org.tr/doc/b3_v4.pdf. 03 Mart 2021
  • 26.Duncan DL. What the COVID-19 pandemic tells us about the need to develop resilience in the nursing workforce. Nursing Management 2020;27(3):22-27.
  • 27.Hayter M, Jackson D. (2020). Pre‐registration undergraduate nurses and the COVID‐19 pandemic: Students or workers?. J Clin Nurs 2020;29:3115–3116.
  • 28.Ford S. Nursing student and agency nurse die in coronavirus outbreak, Nursing Times 2020. URL: https://www.nursingtimes.net/news/coronavirus/nursing-student-and-agency-nurse-die-in-coronavirus-outbreak-15-04-2020/. 16 Eylül 2020
  • 29.Swift A, Banks L, Baleswaran A, Cooke N, Little C, McGrath L et al. COVID-19 and student nurses: A view from England. J Clin Nurs 2020;00:1-4.
  • 30.Gasch ÁC, González-Chordá VM, Mena-Tudela D. COVID-19: Are Spanish medicine and nursing students prepared? Nurse Educ Today 2020;92:104473.
  • 31.Keskin M, Özer D. COVID-19 sürecinde öğrencilerin web tabanlı uzaktan eğitime yönelik geri bildirimlerinin değerlendirilmesi. İzmir Katip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi 2020;5(2):59-67.
  • 32.Diab GMAEH, Elgahsh NF. E-learning during COVID-19 pandemic: Obstacles faced nursing students and ıts effect on their attitudes while applying it. Am J Nurs 2020;9(4):300-314.
  • 33.Kahyaoğlu Süt H, Küçükkaya B. Hemşirelik bölümü öğrencilerinin uzaktan eğitime ilişkin görüşleri. Hemşirelikte Eğitim ve Araştırma Dergisi 2016;13(3):235-243.
  • 34.Koch J, Andrew S, Salamonson Y, Everett B, Davidson PM. Nursing students’ perception of a web-based intervention to support learning. Nurse Educ Today 2010;30(6):584-590.
  • 35.Can E. Coronavirüs (Covid-19) pandemisi ve pedagojik yansımaları: Türkiye’de açık ve uzaktan eğitim uygulamaları. Açıköğretim Uygulamaları ve Araştırmaları Dergisi 2020;6(2):11-53.
  • 36.Dawson O, Smith C, Schroder P, Hassall M. Nursing education programs during the COVID-19 pandemic: Adapting BBV and STI education to meet evolving needs. Aust Nurs Midwifery J 2021;27(2):48.
  • 37.Morin KH. Nursing education after COVID‐19: Same or different?. J Clin Nurs 2020;29:3117–3119.
  • 38.Kim JH, Park H. Effects of smartphone-based mobile learning in nursing education: A systematic review and meta-analysis. Asian Nurs Res 2019;13(1):20-29.
  • 39.Jowsey T, Foster G, Cooper-Ioelu P, Jacobs S. Blended learning via distance in pre-registration nursing education: A scoping review. Nurse Educ Pract 2020;44:102775.
  • 40.Seah B, Ang ENK, Liaw SY, Lau ST, Wang W. Curriculum changes for pre-registration nursing education in times of COVID-19: For the better or worse?. Nurse Educ Today 2021;98:104743.
  • 41.Lovrić R, Farčić N, Mikšić Š, Včev A. Studying pCOVID-19 Pandemic: A qualitative ınductive content analysis of nursing students’ perceptions and experiences. Education Sciences 2020;10(7):188.
  • 42.Chen CJ, Chen YC, Sung HC, Hsieh TC, Lee MS, Chang CY. The prevalence and related factors of depressive symptoms among junior college nursing students: A cross‐sectional study. J Psychiatr Ment Health Nurs 2015;22(8):590-598.
  • 43.Savitsky B, Findling Y, Ereli A, Hendel T. Anxiety and coping strategies among nursing students during the covid-19 pandemic. Nurse Educ Pract 2020;46:102809.
  • 44.Aslan H, Pekince H. Nursing students' views on the COVID‐19 pandemic and their percieved stress levels. Perspect Psychiatr Care 2020;1-7.
  • 45.Casafont C, Fabrellas N, Rivera P, Olivé-Ferrer MC, Querol E, Venturas M et al. Experiences of nursing students as healthcare aid during the COVID-19 pandemic in Spain: A phemonenological research study. Nurse Educ Today 2021;97:104711.
  • 46.Huang L, Xu FM, Liu HR. Emotional responses and coping strategies of nurses and nursing college students during Covid-19 outbreak. MedRxiv 2020. URL: https://doi.org/10.1101/2020.03.05.20031898.th. 16 Eylül 2020
  • 47.World Health Organization (WHO). State of the world's nursing 2020: Investing in education, jobs and leadership. URL: https://www.who.int/publications/i/item/9789240003279. 03 Mart 2021
  • 48.State of California, Department of Consumer Affairs. Guidance on waiver of restrictions on nursing students’ clinical hours under DCA waiver-20-03. URL: https://www.dca.ca.gov/licensees/clinical_hours.pdf. 03 Mart 2021.
  • 49.Kolivand M, Esfandyari M, Heydarpor S. Examining validity and reliability of objective structured clinical examination for evaluation of clinical skills of midwifery undergraduate students: A descriptivestudy. BMC Med Educ 2020;20:96.
  • 50.Iancu AM, Kemp MT, Alam HB. Unmuting medical students’ education: Utilizing telemedicine during the COVID-19 pandemic and beyond. J Med Internet Res 2020;22(7):e19667.
  • 51.Carolan C, Davies CL, Crookes P, McGhee S, Roxburgh M. COVID 19: Disruptive impacts and transformative opportunities in undergraduate nurse education. Nurse Educ Pract 2020;46:102807.
  • 52.Chan MMK, Yu DS, Lam VS, Wong JY. Online clinical training in the COVID‐19 pandemic. Clin Teach 2020;17:1-2. 53.Jiménez-Rodríguez D, Arrogante O. Simulated video consultations as a learning tool in undergraduate nursing: Students’ perceptions. Healthcare 2020;8(3):280.
  • 54.Vatan F, Avdal EÜ, Yagcan H, Şanlı D. COVID-19 pandemisi ve hemşirelik eğitimi derneği faaliyetleri. Koç Üniversitesi Hemşirelikte Eğitim ve Araştırma Dergisi 2020;17(4):369-373.
  • 55.Mucuk S, Ceyhan Ö, Kartın PT. COVID-19 pandemi sürecinde uzaktan hemşirelik eğitimi: Ulusal deneyim. İzmir Katip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi 2021;6(1):33-36.

Nursing Education During Coronavirus 2019 Pandemic Process: Uncertainties and Suggestions

Yıl 2021, Cilt: 14 Sayı: 2, 171 - 176, 15.04.2021
https://doi.org/10.46483/deuhfed.806355

Öz

Nursing education has a structure that requires the application of the theoretical knowledge gained to the student during the learning process in the clinical field. However, during the coronavirus 2019 pandemic, which has been fought on a global scale since the end of 2019, many changes are occurring in human life in order to break the transmission chain of the virus. One of these changes is that institutions providing education in the field of nursing have to continue their formal education processes, which are given face-to-face, through distance education. In this process, evaluations on technological infrastructure, access to and use of information resources of educators and students could not be made. This process, which has not yet been structured and keeps students away from the clinical field, poses a threat to nursing students' cognitive, affective and psychomotor competencies that they need to gain in their educational processes. Therefore, many uncertainties arise regarding both the theoretical and practical dimensions of nursing education, and it is seen that views on the sustainability of nursing education have been put forward in the literature. The purpose of the review is to make inferences and suggestions in line with the literature regarding the uncertainty about how nursing education can be maintained during the Coronavirus 2019 pandemic process.

Proje Numarası

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Kaynakça

  • 1. Van Doremalen N, Bushmaker T, Morris DH, Holbrook MG, Gamble A, Williamson BN et al. Aerosol and surface stability of SARS-CoV-2 as compared with SARS-CoV-1. New England Journal of Medicine 2020;382(16):1564-1567.
  • 2.Han Y, Yang H. The transmission and diagnosis of 2019 novel coronavirus infection disease (COVID‐19): A Chinese perspective. Journal of Medical Virology 2020;92(6):639-644.
  • 3.Zou L, Ruan F, Huang M, Liang L, Huang H, Hong Z et al. SARS-CoV-2 viral load in upper respiratory specimens of infected patients. New England Journal of Medicine 2020;382(12):1177-1179.
  • 4.Whiting K. Coronavirus isn’t an outlier, it’s part of our interconnected viral age. World Economic Forum 2020. URL: https://www.weforum.org/agenda/2020/03/coronavirus-global-epidemics-health-pandemic-covid-19/. 16 Eylül 2020
  • 5.Barton AJ, Murray TA, Spurlock DR. An open letter to members of the nursing education community. J Nurs Educ 2020;59(4):183-183.
  • 6.Lazenby M, Chambers S, Chyun D, Davidson P, Dithole K, Norman I et al. Clinical nursing and midwifery education in the pandemic age. Int Nurs Rev 2020;67:323-325.
  • 7.Salah AA, Aljerjawy M, Salama A. Gap between theory and practice in the nursing education: The role of clinical setting. Emergency 2018;24:17-18.
  • 8.Yükseköğretim Kurulu (YÖK). Basın açıklaması. URL: https://www.yok.gov.tr/Sayfalar/Haberler/2020/universitelerde-uygulanacak-uzaktan-egitime-iliskin-aciklama.aspx. 16 Eylül 2020
  • 9.Alzahrani SB, Alrusayes AA, Aldossary MS. Impact of COVID-19 pandemic on dental education, research, and students. Int J Health Sci Res 2020;10(6):207-212.
  • 10.Gewin V. Five tips for moving teaching online as COVID-19 takes hold. Nature 2020;580(7802):295-296.
  • 11.Özbay Ö. Dünyada ve Türkiye’de uzaktan eğitimin güncel durumu. Uluslararası Eğitim Bilimleri Dergisi 2015;(5):376-394.
  • 12.Hodges C, Moore S, Lockee B, Trust T, Bond A. The difference between emergency remote teaching and online learning. Educause Review 2020;27. URL: https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning. 16 Eylül 2020
  • 13.Iyer P, Aziz K, Ojcius DM. Impact of COVID‐19 on dental education in the United States. J Dent Educ 2020;84(6):718-722.
  • 14.Konrad S, Fitzgerald A, Deckers C. Nursing fundamentals–supporting clinical competency online during the COVID-19 pandemic. Teaching and Learning in Nursing 2020;1-4. https://doi.org/10.1016/j.teln.2020.07.005.
  • 15.Bowling A, Cooper R, Kellish A, Kubin L, Smith T. No evidence to support number of clinical hours necessary for nursing competency. J Pediatr Nurs 2018;39:27–36.
  • 16.O'Flynn-Magee K, Hall W, Segaric C, Peart J. The impact of Covid-19 on clinical practice hours in pre-licensure registered nurse programs. Teaching and Learning in Nursing 2020;2:36. https://doi.org/10.1016/j.teln.2020.07.007.
  • 17.Ulenaers D, Grosemans J, Schrooten W, Bergs J. Clinical placement experience of nursing students during the COVID-19 pandemic: A cross-sectional study. Nurse Educ Today 2021;99:104746.
  • 18.Fogg N, Wilson C, Trinka M, Campbell R, Thomson A, Merritt L et al. Transitioning from direct care to virtual clinical experiences during the COVID-19 pandemic. J Prof Nurs 2020;36(6):685-691.
  • 19.Rourke S. How does virtual reality simulation compare to simulated practice in the acquisition of clinical psychomotor skills for pre-registration student nurses? A systematic review. Int J Nurs Stud 2020;102:103466.
  • 20.Foronda CL, Fernandez-Burgos M, Nadeau C, Kelley CN, Henry MN. Virtual simulation in nursing education: A systematic review spanning 1996 to 2018. Simul Healthc 2020;15(1):46-54.
  • 21.Rim D, Shin H. Effective instructional design template for virtual simulations in nursing education. Nurse Educ Today 2021;96:104624.
  • 22.National Council od State Boards of Nursing (NCSBN). Simulation guidelines for prelicensure nursing education programs. URL: https://www.ncsbn.org/simulationguidelines_alexander_2015.pdf. 03 Mart 2021
  • 23.Sullivan N, Swoboda SM, Breymier T, Lucas L, Sarasnick J, Rutherford-Hemming T et al. Emerging evidence toward a 2:1 clinical to simulation ratio: A study comparing the traditional clinical and simulation settings. Clin Simul Nurs 2019;30:34-41.
  • 24.Hemşirelik Eğitim Derneği (HEMED). Hemşirelik Ulusal Çekirdek Eğitim Programı (HUÇEP)-2014. URL: http://www.hemed.org.tr/2014-hucep/. 03 Mart 2021
  • 25.Hemşirelikte Eğitim Programları Değerlendirme ve Akreditasyon Derneği (HEPDAK). Hemşirelik Lisans Eğitim Programı Standartları. URL: https://www.hepdak.org.tr/doc/b3_v4.pdf. 03 Mart 2021
  • 26.Duncan DL. What the COVID-19 pandemic tells us about the need to develop resilience in the nursing workforce. Nursing Management 2020;27(3):22-27.
  • 27.Hayter M, Jackson D. (2020). Pre‐registration undergraduate nurses and the COVID‐19 pandemic: Students or workers?. J Clin Nurs 2020;29:3115–3116.
  • 28.Ford S. Nursing student and agency nurse die in coronavirus outbreak, Nursing Times 2020. URL: https://www.nursingtimes.net/news/coronavirus/nursing-student-and-agency-nurse-die-in-coronavirus-outbreak-15-04-2020/. 16 Eylül 2020
  • 29.Swift A, Banks L, Baleswaran A, Cooke N, Little C, McGrath L et al. COVID-19 and student nurses: A view from England. J Clin Nurs 2020;00:1-4.
  • 30.Gasch ÁC, González-Chordá VM, Mena-Tudela D. COVID-19: Are Spanish medicine and nursing students prepared? Nurse Educ Today 2020;92:104473.
  • 31.Keskin M, Özer D. COVID-19 sürecinde öğrencilerin web tabanlı uzaktan eğitime yönelik geri bildirimlerinin değerlendirilmesi. İzmir Katip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi 2020;5(2):59-67.
  • 32.Diab GMAEH, Elgahsh NF. E-learning during COVID-19 pandemic: Obstacles faced nursing students and ıts effect on their attitudes while applying it. Am J Nurs 2020;9(4):300-314.
  • 33.Kahyaoğlu Süt H, Küçükkaya B. Hemşirelik bölümü öğrencilerinin uzaktan eğitime ilişkin görüşleri. Hemşirelikte Eğitim ve Araştırma Dergisi 2016;13(3):235-243.
  • 34.Koch J, Andrew S, Salamonson Y, Everett B, Davidson PM. Nursing students’ perception of a web-based intervention to support learning. Nurse Educ Today 2010;30(6):584-590.
  • 35.Can E. Coronavirüs (Covid-19) pandemisi ve pedagojik yansımaları: Türkiye’de açık ve uzaktan eğitim uygulamaları. Açıköğretim Uygulamaları ve Araştırmaları Dergisi 2020;6(2):11-53.
  • 36.Dawson O, Smith C, Schroder P, Hassall M. Nursing education programs during the COVID-19 pandemic: Adapting BBV and STI education to meet evolving needs. Aust Nurs Midwifery J 2021;27(2):48.
  • 37.Morin KH. Nursing education after COVID‐19: Same or different?. J Clin Nurs 2020;29:3117–3119.
  • 38.Kim JH, Park H. Effects of smartphone-based mobile learning in nursing education: A systematic review and meta-analysis. Asian Nurs Res 2019;13(1):20-29.
  • 39.Jowsey T, Foster G, Cooper-Ioelu P, Jacobs S. Blended learning via distance in pre-registration nursing education: A scoping review. Nurse Educ Pract 2020;44:102775.
  • 40.Seah B, Ang ENK, Liaw SY, Lau ST, Wang W. Curriculum changes for pre-registration nursing education in times of COVID-19: For the better or worse?. Nurse Educ Today 2021;98:104743.
  • 41.Lovrić R, Farčić N, Mikšić Š, Včev A. Studying pCOVID-19 Pandemic: A qualitative ınductive content analysis of nursing students’ perceptions and experiences. Education Sciences 2020;10(7):188.
  • 42.Chen CJ, Chen YC, Sung HC, Hsieh TC, Lee MS, Chang CY. The prevalence and related factors of depressive symptoms among junior college nursing students: A cross‐sectional study. J Psychiatr Ment Health Nurs 2015;22(8):590-598.
  • 43.Savitsky B, Findling Y, Ereli A, Hendel T. Anxiety and coping strategies among nursing students during the covid-19 pandemic. Nurse Educ Pract 2020;46:102809.
  • 44.Aslan H, Pekince H. Nursing students' views on the COVID‐19 pandemic and their percieved stress levels. Perspect Psychiatr Care 2020;1-7.
  • 45.Casafont C, Fabrellas N, Rivera P, Olivé-Ferrer MC, Querol E, Venturas M et al. Experiences of nursing students as healthcare aid during the COVID-19 pandemic in Spain: A phemonenological research study. Nurse Educ Today 2021;97:104711.
  • 46.Huang L, Xu FM, Liu HR. Emotional responses and coping strategies of nurses and nursing college students during Covid-19 outbreak. MedRxiv 2020. URL: https://doi.org/10.1101/2020.03.05.20031898.th. 16 Eylül 2020
  • 47.World Health Organization (WHO). State of the world's nursing 2020: Investing in education, jobs and leadership. URL: https://www.who.int/publications/i/item/9789240003279. 03 Mart 2021
  • 48.State of California, Department of Consumer Affairs. Guidance on waiver of restrictions on nursing students’ clinical hours under DCA waiver-20-03. URL: https://www.dca.ca.gov/licensees/clinical_hours.pdf. 03 Mart 2021.
  • 49.Kolivand M, Esfandyari M, Heydarpor S. Examining validity and reliability of objective structured clinical examination for evaluation of clinical skills of midwifery undergraduate students: A descriptivestudy. BMC Med Educ 2020;20:96.
  • 50.Iancu AM, Kemp MT, Alam HB. Unmuting medical students’ education: Utilizing telemedicine during the COVID-19 pandemic and beyond. J Med Internet Res 2020;22(7):e19667.
  • 51.Carolan C, Davies CL, Crookes P, McGhee S, Roxburgh M. COVID 19: Disruptive impacts and transformative opportunities in undergraduate nurse education. Nurse Educ Pract 2020;46:102807.
  • 52.Chan MMK, Yu DS, Lam VS, Wong JY. Online clinical training in the COVID‐19 pandemic. Clin Teach 2020;17:1-2. 53.Jiménez-Rodríguez D, Arrogante O. Simulated video consultations as a learning tool in undergraduate nursing: Students’ perceptions. Healthcare 2020;8(3):280.
  • 54.Vatan F, Avdal EÜ, Yagcan H, Şanlı D. COVID-19 pandemisi ve hemşirelik eğitimi derneği faaliyetleri. Koç Üniversitesi Hemşirelikte Eğitim ve Araştırma Dergisi 2020;17(4):369-373.
  • 55.Mucuk S, Ceyhan Ö, Kartın PT. COVID-19 pandemi sürecinde uzaktan hemşirelik eğitimi: Ulusal deneyim. İzmir Katip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi 2021;6(1):33-36.
Toplam 54 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Hemşirelik
Bölüm Derleme
Yazarlar

Nagihan İlaslan 0000-0001-7895-040X

Ayşe Demiray 0000-0003-3100-9115

Proje Numarası -
Yayımlanma Tarihi 15 Nisan 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 14 Sayı: 2

Kaynak Göster

APA İlaslan, N., & Demiray, A. (2021). Koronavirüs 2019 Pandemi Sürecinde Hemşirelik Eğitimi: Belirsizlikler ve Öneriler. Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi, 14(2), 171-176. https://doi.org/10.46483/deuhfed.806355

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Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi ULAKBİM Türk Tıp Dizini, Türk Medline, Türkiye Atıf Dizini, Şubat 2021 tarihinden beri EBSCO Host ve 26 Ekim 2021 tarihinden itibaren DOAJ ve 18 Ocak 2022 tarihinden beri Index Copernicus tarafından indekslenmektedir.

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