ERIC Number: ED638913
Record Type: Non-Journal
Publication Date: 2023
Pages: 112
Abstractor: As Provided
ISBN: 979-8-3801-6907-3
ISSN: N/A
EISSN: N/A
Nursing Instructors' Perceptions of Teaching Online during the COVID-19 Pandemic
Carey Deeds
ProQuest LLC, Ed.D. Dissertation, Creighton University
During the global COVID-19 pandemic, to decrease the risk of viral spread, universities in the United States were forced to transition traditional classroom learning to online learning formats. Instructors who were teaching face-to-face classes had to urgently transition those courses to all-online. The purpose of this qualitative phenomenological study was to explore university nursing instructors' lived experiences of transitioning from on-campus teaching-learning modality to online teaching-learning modality during the COVID-19 pandemic. An interpretative phenomenological analysis design was used as the research method. Purposeful sampling was used and six nursing instructors from the U.S. were interviewed using a semi-structured protocol. Three key themes emerged from the study, (1) "What is happening?", (2) Going all online, and (3) Returning to a new normal. The findings led to three practical solutions for universities to implement if a future crisis were to force nursing instructors to transition on-campus teaching-learning modality to an online teaching-learning modality. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]
Descriptors: School Closing, Online Courses, Electronic Learning, Nursing Education, College Faculty, Adjustment (to Environment), COVID-19, Pandemics
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A