Document Type

Dissertation - NSU Access Only

The Lived Experience of Pre-licensure Nursing Faculty’s Transition from a Traditional to an Online Teaching Environment During the 2020 COVID-19 Pandemic

Authors

• Katrina Marie Powell, Nova Southeastern UniversityFollow

Degree Name

Doctor of Philosophy (PhD) in Nursing Education

Copyright Statement

All rights reserved. This publication is intended for use solely by faculty, students, and staff of Nova Southeastern University. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, now known or later developed, including but not limited to photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author or the publisher.

First Advisor

Holly Madison

Date of original Performance / Presentation

January 2023

Publication Date / Copyright Date

1-1-2023

NSUWorks Citation

Katrina Marie Powell. 2023. The Lived Experience of Pre-licensure Nursing Faculty’s Transition from a Traditional to an Online Teaching Environment During the 2020 COVID-19 Pandemic. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, . (99)
https://nsuworks.nova.edu/hpd_con_stuetd/99.

Abstract

The COVID-19 pandemic forced many academic institutions to transition to online learning in an effort to curb the spread of the virus. In particular, prelicensure nursing education has been significantly impacted by this shift. This qualitative, descriptive, phenomenological study sought to explore, understand, and describe the lived experiences of prelicensure nursing faculty’s transition from traditional face-to-face teaching to online teaching during the COVID-19 pandemic. The research question that guided this study was as follows: What is the lived experience of prelicensure nursing faculty transitioning from a traditional to an online teaching environment during the 2020 COVID-19 pandemic? Six semi-structured interviews were conducted with prelicensure nursing faculty from two Northeastern baccalaureate nursing programs who had transitioned to an online classroom due to the pandemic. The following four themes emerged from the data analysis: difficulties (personal, professional, and time), engagement, support, and a new era for nursing education. The implications to nurse educators are a better understanding of the challenges faced during the pandemic and opportunities for improving nursing education in online classrooms. Further research is needed to understand the students’ perspectives and experiences, faculty development on alternative educational modules, and promoting student/faculty interaction in online classrooms.

Disciplines

Nursing

Files