Nursing education: challenges and perspectives in times of the COVID-19 pandemic.

Edlamar Kátia Adamy,Ana Luisa Brandão de Carvalho Lira,Elizabeth Teixeira,Francisca Valda da Silva

doi:10.1590/0034-7167-2020-0683

Abstract

To discuss the challenges and perspectives of nursing education in times of the COVID-19 pandemic. Reflection study, with theoretical approach based on national and international publications, allied to the experience of researchers in the area of nursing education. Four sections are identified: Nursing education: current affairs and perspectives; Education and technologies in time of pandemic: acceleration, alteration and paralysis; Difference between emergency, intentional and remote teaching; the return to the "new normality": new structuring axes and legal norms. The conclusion is that longstanding challenges have emerged with the pandemic, and the processes of acceleration, change and paralysis have marked education in these times. Moreover, epidemiological, technological and psychological aspects should be more valued in the return to activities.

Highlights

Sars-CoV-2 is the new coronavirus identified as an etiological agent of the disease called COVID-19, which began in Wuhan, China, in late 2019
Human infection with the new coronavirus was declared by the World Health Organization (WHO) in January 2020 as a public health emergency of international importance
In private Higher Education Institution (HEI), in the field of education, there was no deceleration as in public, but a change in modality; activities migrated from face-to-face teaching to emergency remote teaching, and teachers and students continued to carry out activities mediated by communication and information technologies; in the field of research and extension, as in public HEIs, there was an acceleration

Summary

Introduction

Sars-CoV-2 is the new coronavirus identified as an etiological agent of the disease called COVID-19, which began in Wuhan, China, in late 2019. In the context of the pandemic, experience challenges in the teaching-learning process, especially those related to the relevance of the student’s presence in the health service, the fulfillment of social needs, with emphasis on the UHS, the completeness of care, the assessment based on knowledge, skills and attitudes, and the management of quality in health care and patient safety.

Results

Conclusion