Potentialities and difficulties in nursing education during the COVID-19 pandemic

Capellari, Claudia; Herrmann, Letícia Gross; Kaiser, Dagmar Elaine; Mancia, Joel Rolim

doi:10.1590/1983-1447.2022.20210272.en

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Revista Gaúcha de Enfermagem

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Sumário

Original Article • Rev. Gaúcha Enferm. 43 • 2022 • https://doi.org/10.1590/1983-1447.2022.20210272.en copy

Potentialities and difficulties in nursing education during the COVID-19 pandemic

Potencialidades y dificultades en la educación de enfermería durante la pandemia de COVID-19

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

Objective

To know the potentialities and difficulties in Nursing teaching during the COVID-19 pandemic, in Rio Grande do Sul (RS).

Method

Cross-sectional study carried out with coordinators of 48 undergraduate Nursing courses in the state of RS, Brazil, between October 2020 and January 2021, using an electronic questionnaire sent to participants by email. Data analysis was performed using descriptive and inferential statistics.

Results

It was highlighted, as potentialities, the expansion in handling information and communication technologies (87.5%), increased creativity (79.2%) and diversification of methodologies (77.1%). As difficulties, the reduction of skills training (75.0%), less student/professor/colleagues interaction (70.8%) and reduction of interpersonal relationships (64.6%).

Conclusion

If, on the one hand, difficulties were identified, such as the reduction of skills training and interpersonal relationships, on the other hand, potentialities related to new technologies and teaching methods signal disruptive and irreversible changes in Nursing education.

Keywords
Education nursing; COVID-19; Education, higher; Pandemics

Variables	Sample (n = 48)
POSITIVE Impacts^B	n	%
Expansion of ICT handling skills	42	87.5
Increased creativity	38	79.2
Increased speed of information	29	60.4
Diversification of methodologies	37	77.1
Meaning of learning	11	22.9
Expansion of collaborative work	22	45.8
Improved critical-reflective thinking	11	22.9
More interaction student/professor/colleagues	1	2.1
Other positive impacts	7	12.5
NEGATIVE Impacts^B
Reduction of skills training	36	75.0
Less interaction student/professor/colleagues	34	70.8
Reduction of interpersonal relationships	31	64.6
Lower knowledge retention	10	20.8
Fragmented view	16	33.3
Worsed critical-reflective thinking	13	27.1
Reduced the meaning of learning	11	22.9
Other negative impacts	6	12.5

Variables	Sample (n = 48)
Difficulties in carrying out the ERT^B	n	%
Difficulty for students to access the internet	39	81.3
Students’ lack of access to electronic devices (notebook, smartphone, computer)	27	56.3
Students’ difficulties in handling digital technologies	20	41.7
Professors’ difficulties in handling digital technologies	19	39.6
Difficulty of the faculty in changing from methodologies of face-to-face classes to the ERT	20	41.7
Difficulties in evaluating students in the ERT	27	56.3
Lack of prepare of the faculty to conduct classes in ERT	12	25.0
Students’ difficulties in following the methodologies used in the ERT	21	43.8
Students’ difficulties in organizing study time	33	68.8
Conducting synchronous classes	2	4.2
Little student involvement	24	50.0
Inadequate environment for students to follow classes (at home, for example)	17	35.4
Students’ difficulty concentrating	24	50.0
Difficulty for professors to read students’ body language	25	52.1
Facilities for carrying out the ERT^B
Facility for students to access the internet	4	11.4
Facility for student access to electronic devices (notebook, smartphone, computer)	8	22.9
Students’ facilities in handling digital technologies	19	54.3
Professors’ facilities in handling digital technologies	12	34.3
Facilities of the faculty in changing from methodologies of face-to-face classes to the ERT	10	28.6
Facilities in evaluating students in the ERT	4	11.4
Prepare of the faculty to conduct classes in ERT	17	48.6
Students’ facilities in following the methodologies used in the ERT	2	4.2
Students’ facilities in organizing study time	1	2.9
Conducting synchronous classes	22	62.9
Good student involvement	9	25.7
Appropriate environment for students to follow classes (at home, for example)	2	4.2
Facility of students concentration	1	2.9

Universidade Federal do Rio Grande do Sul. Escola de Enfermagem Rua São Manoel, 963 -Campus da Saúde , 90.620-110 - Porto Alegre - RS - Brasil, Fone: (55 51) 3308-5242 / Fax: (55 51) 3308-5436 - Porto Alegre - RS - Brazil
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[1] Corresponding author
Claudia Capellari E-mail: capellaric@gmail.com