Experiences of Nursing and Midwifery Faculty and Students of Remote Teaching and Learning: Qualitative Evidence Syntheses

Abstract

In March 2020 most universities internationally were forced to provide education remotely due to university closures secondary to the COVID-19 pandemic. This rapid transfer to online delivery of educational programmes-initiated challenges for students and faculty. Synthesizing qualitative research on nursing and midwifery faculty and student experiences of remote teaching and learning provides a rich insight into how technology supports teaching theory and practice. To systematically synthesize nursing students and nursing faculty’s experiences of online, blended or distance teaching or learning during the COVID-19 pandemic. Two distinct qualitative evidence syntheses were undertaken, one to systematically synthesise nursing and midwifery faculty experiences of online teaching and the other to systematically synthesise student nurses’ online learning experiences. Both were guided by the 'best fit' framework approach. The Cochrane Effective Practice and Organisation of Care reporting guidelines guided both reviews. Findings from both reviews were triangulated. Seventeen qualitative and five mixed-method studies were included in this ‘best fit’ framework synthesis using Chickering and Gamson's Seven Principles for Good Practice in Undergraduate Education reporting on experiences of 248 nursing and midwifery faculty and 376 undergraduate nursing students. Students and faculty highlighted the importance of teachers’ social presence through effective communication and interpersonal relationships. Clinical placement exposure within the clinical environment was deemed imperative by students and faculty. Faculty require professional development and managerial support to effectively incorporate the use of online technologies to support students and their education. Similarities and differences between students’ and faculty’s experiences of online teaching and learning are reported. Online content can be developed into efficient, high-quality learner-centred education within blended undergraduate nursing programmes incorporating essential face-to-face and practical components.