The Sudden Transition of a Health Policy Course to Virtual Learning During COVID-19: Identifying and Implementing Strategies for Successful Learning

Abstract

Background: The COVID-19 pandemic disrupted everything, including the educational system, as faculty and students transitioned from face-to-face learning to the virtual format. The significance of this research is to document the successful sudden transition of a health policy course to remote learning as a result of the resilience of faculty and students, to demonstrate that course outcomes could be met despite the switch in teaching format, and to show that the transition in learning can be replicated by other nurse educators. Objective: To describe the successful utilization of a health policy assignment as a vehicle for supporting undergraduate nursing students’ learning, while transitioning from face-to-face instruction to the virtual setting. Methodology: A mixed methods case study research using an exemplar health policy assignment for 96 students was introduced to guide the development and organization of a well-constructed argument for a chosen public health issue. Online class time after the transition to the virtual setting included a weekly lecture, followed by an active working period for students and faculty. Follow-up meetings occurred between weekly sessions by phone or Zoom. Results: Despite the sudden transition from face-to-face learning to the virtual setting, this health policy course was successful in meeting course objectives and outcomes, with consistent faculty feedback and support in maintaining the learning process. Although there were unexpected challenges, faculty and students remained resilient, engaged, and committed to the importance of health policy during a period of a heightened sense of health awareness. The exemplar assignment prepared students to think, read, research, write critically, and offer and receive feedback in the midst of the pandemic. Conclusion: During the COVID-19 pandemic, students had an amplified sensitivity to learning more about health policy. In this health policy course, faculty aided student learning by focusing on quality teaching, student support, and resilience. The consistent faculty dialogue concerning compassion, resilience, and commitment to education was intentionally modeled in this course and recognized by the students.