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January/February 2021 - Volume 46 - Issue 1

  • Marilyn H. Oermann, PhD, RN, ANEF, FAAN
  • 0363-3624
  • 1538-9855
  • 6 issues / year
  • Nursing 57/123
  • 1.454
We are beginning to document through research the impact of the COVID-19 pandemic on nursing faculty, students, and schools of nursing. Authors report on their study of the quality of life (QoL) of nursing faculty during the pandemic. Resilience was the strongest predictor of QoL. Another article describes how a school of nursing responded to the pandemic. Systems thinking is key to improving health care systems and decreasing errors. In a multisite study, both graduate and prelicensure students enrolled in nursing, medicine, and other fields improved their systems thinking following a table-top simulation. Other articles describe using simulation evaluation for a program review, an escape room pedagogy, flipping to motivate, and more.

Don’t miss Nurse Educator Tips for Teaching Podcast where experts share strategies for teaching during the COVID-19 pandemic. Click to subscribe and listen to our podcasts at Apple Podcasts or Google Play.

Marilyn H. Oermann, Editor-in-Chief

Relationship of Quality of Life, Resilience, and Associated Factors Among Nursing Faculty During COVID-19

Keener, Tina Antill; Hall, Katherine; Wang, Kesheng; More

Nurse Educator. 46(1):17-22, January/February 2021.

Relationship of Quality of Life, Resilience, and Associated Factors among Nursing Faculty during COVID-19

A Multisite Study Demonstrates Positive Impacts to Systems Thinking Using a Table-top Simulation Experience

Sanko, Jill S.; Gattamorta, Karina; Young, Judith; More

Nurse Educator. 46(1):29-33, January/February 2021.

A Multisite Study Demonstrates Positive Impacts to Systems Thinking Using a Table-top Simulation Experience

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There may be times when 2 faculty members share responsibility for the same group of students in a clinical practicum. For example, 1 faculty member may teach the students in simulation for some interval of time, and then another faculty member may teach those same students in the clinical setting. There is potential for missed communication or handoff between these faculty. Learn how to use SBAR  between faculty members as the student transitions from one learning setting to the next as part of a clinical practicum. Watch the educators in action in this video and read the full teaching tips.
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​In this video and article, Dr. Jones describes how the school of nursing prepared faculty to write high quality test items and to analyze test results. As part of their faculty development program, they established an Item Review Committee, consisting of faculty responsible for writing examination questions. Their process of item review led to a significant improvement in the quality of their examination items and testing process.

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​​In this video and article, Dr. Thomas explain how the faculty established a process for using simulation for the evaluation of program outcomes. Faculty evaluated students’ performance in simulation as a means to examine their achievement of program outcomes. The project informed curricular decisions, helped faculty to standardize scenarios, and outlined a process of establishing validity and reliability that could be implemented in the future for student evaluation. 


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The COVID-19 pandemic and subsequent social distancing guidelines have greatly impacted the quality of life (QoL) of nursing faculty and students. Dr. Keener presents the findings of 2 critical studies done by her team that examined the effects of the pandemic and subsequent changes in nursing education on faculty and students’ QoL. Resilience was the strongest variable to predict QoL for faculty. Resilience, having online experience, and being prepared for online learning were associated with each QoL domain for students. Get a summary of the research in this video. Read the study on faculty now. The study on Students will be in the May/June 2021 issue of Nurse Educator.
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This study examined the relationship between baccalaureate nursing students' self-directed learning abilities and lifelong learning orientation. Students (n = 124) completed the Self-Directed Learning Inventory (SDLI) and the Jefferson Scale of Lifelong Learning–Health Professions Students (JeffSLL-HPS). There were significant, positive correlations between SDLI scores and the JeffSLL-HPS. Nursing faculty should implement teaching strategies that foster SDL abilities to increase lifelong learning orientation in nursing students. The author presents the study in this video (be sure to read the article, too).

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