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Global Jou nal o Resea ch in Medical Sciences
ISSN: 2583-3960 (Online)
Volume 05 | Issue 05 | Sep .-Oc . | 2025
Jou nal homepage: h ps://gj publica ion.com/gj ms/
Resea ch A icle
Pe cep ion o nu sing eache s Rega ding he e ec o Co id-19 on Clinical T aining a
Go e nmen Nu sing College - Kha oum s a e – Sudan (2022)
1 Mahassin Almahi Balla Fadilalla, 2 D . Mohammed Khalid Hussein Khalid*
1 Assis an p o esso o MSN, Depa men o Nu sing, College o Nu sing and Heal h Science Technology- Ka a y
Uni e si y, Sudan. ORCID: 0009-0005-8530-4920
2 Assis an p o esso in Medical-Su gical Nu sing, Depa men o Nu sing, College o Nu sing and Heal h Science, Jazan
Uni e si y, KSA.
*Co esponding au ho : D . Mohammed Khalid Hussein Khalid
Assis an p o esso in Medical-Su gical Nu sing, Depa men o Nu sing, College o Nu sing and Heal h Science, Jazan
Uni e si y, KSA.
ORCID: 0000-0001-8254-7234
Abs ac
Backg ound:
COVID-19 has impac ed he nu sing educa ion sys em wo ldwide, especially clinical p ac icum o eache s and
lea ne s. To sol e his p oblem, cou ses in nu sing schools ac oss he globe, including hose in Kha oum, had o
close hei doo s and mee he Wo ld Heal h O ganiza ion and he local guidelines o sa e y and con inui y o
Educa ion du ing he pandemic.
Objec i e:
This esea ch seeks o es ablish he e ec o COVID-19 on he deli e y o clinical nu sing educa ion in he
Kha oum go e nmen nu sing colleges.
Me hodology:
A c oss-sec ional analy ical s udy design was used, and he s udy's pa icipan s comp ised only 27 medical-
su gical nu sing eache s a he go e nmen al nu sing colleges in Kha oum. Da a we e collec ed using a sel -
adminis e ed online ques ionnai e c ea ed using Google Fo ms. The da a we e analyzed using he S a is ical
Package o Social Se ices (SPSS) Ve sion 26. F equency and ela ionship analyses we e es ima ed using
desc ip i e s a is ics and non-pa ame ic and chi-squa e es s.
Resul s:
The s udy obse ed ha COVID-19 had an ad e se e ec on he clinical exposu e o nu sing s uden s, whe eas
eache s and s uden s we e also a ec ed nega i ely. Teache s we e highly conce ned abou ge ing in ec ed du ing
clinical aining, hough a signi ican associa ion exis ed be ween conce n abou in ec ion and eaching expe ience.
Conclusion:
Acco dingly, his s udy inds ha COVID-19 dis up ed clinical p ac ices o nu sing s uden s in Kha oum. Vi ual
simula ions and hyb id models should be used in u u e pandemics o p e en discon inui y and decline in he
quali y o nu sing educa ion p og ams.
Keywo ds: COVID-19 Pandemic, Nu sing Educa ion, Clinical T aining, Kha oum Nu sing Colleges,
Heal hca e Educa ion, Online Educa ion.
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In oduc ion
COVID-19 was i s de ec ed in Decembe 2019 in Wuhan, Hubei P o ince, China; he i us causes he disease and
ea u es pneumonia-like symp oms. I g ew ou o p opo ion and a ec ed he whole wo ld. On Ma ch 11, 2020, in
esponse o he ou b eak o COVID-19, he Wo ld Heal h O ganiza ion (WHO) made i a wo ld heal h eme gency
(Pa lichenko, 2021). COVID-19 in ec ed o e 34.3 million people ac oss he wo ld by Oc obe 2, 2020, and o icially
killed o e 1 million people, whe eas i a ec ed o e 180 coun ies (Le enson, 2020; Sá án, 2022). COVID-19 has
impac ed almos all sec o s o e e yone's li e, especially heal hca e acili ies and medical Educa ion, o cing ins i u ions
o adop an uncon en ional sys em o eaching (Woollisc o , 2020).
New h ea s ha came wi h COVID-19 in ec ion and ansmission made i di icul o medical and nu sing s uden s o
ollow he egula eaching model o lec u es and pa ien -cen e ed clinical expe iences (Skla , 2020). Nu sing educa ion,
in pa icula , encoun e ed se e al challenges, as mo e han 50% o he deli e y exposes s uden s o clinical p ac ical
con en (Skla , 2020). The lockdowns and social dis ancing measu es limi ed s uden s' access o clinical wa ds o
es ic ed i o speci ic simula ion exam o ma s, educing he ime dedica ed o knowledge ansmission and eaching
undamen al beha io al and clinical skills (Calhoun e al., 2020). As a esul , nu sing schools globally adop ed o he
lea ning app oaches, such as elec onic lea ning, i ual eali y, and simula ion, o add ess he cli00245110 46 clinical
p ac ice oid (Ake s e al., 2020).
Like o he coun ies, Sudan's pandemic slowed down medical schools, including go e nmen nu sing colleges, and
escala ed he di icul ies o o e ing quali y clinical educa ion. S uden s and acul y ind i challenging o adap o sudden
changes in he en i onmen , and many s uden s complain abou he lack o simula ion equipmen and li le o no access
o ac ual pa ien s (Khasawneh e al., 2020). These dis up ions equi e p o ound eaching and e alua ing app oaches o
con inue impa ing knowledge wi hou iola ing heal h guidelines.
Since clinical p ac ice aining is a signi ican aining model in nu sing educa ion and he COVID-19 pandemic had a
massi e in luence, i is c ucial o unde ake a comp ehensi e e iew o he p oblems expe ienced by educa o s and
lea ne s (Rose, 2020). This would allow o de e mining he pandemic's di ec impac s on clinical aining in nu sing,
assessing di e en ansi ional app oaches used du ing his pe iod, and indica ing key ecommenda ions o enhancing
he u u e eadiness o nu sing educa ional sys ems (Dewa e al., 2020; Jackson e al., 2020).
This esea ch aims o e alua e he e ec s o COVID-19 on clinical aining in go e nmen nu sing colleges in Kha oum
S a e in 2022. Mo e speci ically, i seeks o examine he ex en o he impac o COVID-19 on he pe o mance o
nu sing educa o s, de e mines he pe o mance o nu sing s uden s du ing he pandemic, analyzes he in luence o he
pandemic on clinical aining cou ses, and assess he al e na i e app oaches ha ha e been used in o e ing clinical
aining unde cu en ci cums ances.
Me hodology
Resea ch Design
This s udy applied a desc ip i e c oss-sec ional esea ch design o assess he e ec s o COVID-19 on clinical nu sing
educa ion in he go e nmen nu sing colleges in Kha oum S a e-Sudan. Da a we e ob ained om 20 pa icipan s o
medical-su gical nu sing educa o s a Ka a y Uni e si y, Kha oum Uni e si y, Nilein Uni e si y Islamic Uni e si y,
Bah i Uni e si y, and Al-Zaeim Uni e si y. The p ima y esea ch si e o his s udy was Ka a y Uni e si y, a public
uni e si y ounded in 1996 and suppo ed by he Minis y o Highe Educa ion & Scien i ic Resea ch. The sample
consis ed o medical-su gical nu sing eache s wi h one o mo e yea s o eaching expe ience who e bally ag eed o
pa icipa e in he s udy.
Da a Collec ion
This s udy used a close-ended ques ionnai e s uc u ed by he esea che and p e- es ed by a supe iso . The
ques ionnai e comp ised ou sec ions: sociodemog aphic da a, e ec s o COVID-19 on eache s' pe o mance, impac on
s uden s' pe o mance, and s uden 's clinical aining cou se. The su ey was conduc ed online using Google Fo ms o
each he pa icipan s du ing he pandemic es ic ions. The sampling echnique used was o al co e age, and he esea ch
in ol ed 27 nu sing educa o s.
Da a Analysis
Da a we e analyzed using he S a is ical Package o Social Sciences (SPSS) Ve sion 26. The e o e, non-pa ame ic es s
and chi-squa e es s we e used o es ablish he co ela ion be ween pa icipan s' esponses and demog aphic da a.
Desc ip i e indings we e summa ized in ables and igu es.
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0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
DID YOU DEAL WITH PATIENTS WHO HAVE
COVID-19 DURING CLINICAL TRAINING STUDENTS
ARE YOU INFECTED WITH COVID-19 DURING
TRAINING OF STUDENTS
WAS THERE ANY NURSING STUDENTS INFECTED
WITH COVID 19 DURING CLINICAL TRAINING
60%
81.50%
37.10%
40%
18.50%
62.90%
YES NO
E hical conside a ion
Gi en he delica e na u e o he inancial in o ma ion, e hical measu es we e implemen ed o gua d pa icipan
iden i ica ion. E e y pa icipan p o ided hei in o med pe mission, and all he o ganiza ional da a was anonymized o
gua an ee hei anonymi y, he eby sa egua ding hei p i acy. Fu he mo e, he ele an esea ch complies wi h he
e hical p inciples o esea ch e hics on p ojec s in ol ing human pa icipan s.
Resul s
1. Demog aphic Cha ac e is ics o Nu sing Educa o s:
A demog aphic and p o essional analysis o 27 nu sing educa o s showed ha 66.6 pe cen o he pa icipan s we e 32
yea s o olde . Mos pa icipan s we e academically quali ied, wi h 59.3% ha ing a Mas e 's deg ee and 37.0% ha ing a
Ph.D. As o expe ience, 66.6% o eache s had mo e han 7 yea s o eaching expe ience (Table 1).
Table 1. Demog aphic and P o essional Cha ac e is ics o Pa icipan s (n = 27)
sociodemog aphic da a
F equency
Pe cen
Age
less han 25
1
3.7
26 -31
8
29.6
32-37
9
33.3
mo e han 38
9
33.3
Educa ion quali ica ion
B.Sc.
1
3.7
M.Sc.
16
59.3
PHD
10
37.0
Expe ience
1-3
4
14.8
4-6
5
18.5
7-10
9
33.3
mo e han 10
9
33.3
Thus, hese esul s desc ibe he pa icipan s as highly quali ied and expe ienced indi iduals c ucial in o e coming he
educa ional issues in he COVID-19 con ex .
2. COVID-19 Impac on Teache 's Pe o mance
Figu e 1: COVID-19 Exposu e and In ec ion du ing Clinical T aining
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The pa icipan s' le el o ag eemen was ela i ely high; he numbe one ea was ge ing in ec ed, sco ing a mean o 1.74
(SD = 0.71). The s uden s s ongly ag eed ha he e we e inc eased absences, wi h a mean sco e o 2.52 (SD = 1.48), and
dec eased mo i a ion, wi h a mean o 2.44 (SD = 1.45), as shown in Table 2.
Table 2. Impac o COVID-19 on Nu sing Educa o s' Pe o mance (n=27)
These indings illus a e he s ess and unc ional demands on educa o s, which h ea en hei abili y o guide s uden s
e ec i ely du ing clinical p ac ice.
3. COVID-19 Impac on S uden s' Pe o mance
To analyze he impac o COVID-19 on nu sing s uden s' pe o mance, Pa icipan s ag eed ha he pandemic in luenced
s uden s' s ess le els posi i ely by mean = 1.59, SD = 0.84, mo e absen eeism du ing clinical aining by mean = 1.63,
SD = 0.88, delayed g adua ion imelines by mean = 1.56, SD = 0.89 and academic esul s by mean (Table 3).
Table 3. Impac o COVID-19 on Nu sing S uden s' Pe o mance
E ec o COVID-19 on s uden s' pe o mance
Mean
S d. De ia ion
O e all esponse
The pe o mance o clinical aining du ing COVID-19 inc eases he
s ess on s uden s
1.5926
.84395
S ongly ag ee
The numbe o absences o he s uden s inc ease in clinical aining
1.6296
.88353
S ongly ag ee
COVID-19 delays he ime o g adua ion s uden s
1.5556
.89156
S ongly ag ee
The COVID-19 a ec s he g ades o s uden s
2.2593
1.34715
S ongly ag ee
These esul s aise awa eness o he ex en o which nu sing s uden s expe ienced di icul ies managing pe o mance and
academic ad ancemen du ing he pandemic.
4. COVID-19 impac on clinical aining cou se
COVID-19 had implica ions o clinical aining cou ses. Pa icipan s i mly disag eed ha he aining pe iod was
adequa e and he cou se aims and goals we e me (mean = 3.04; SD = 1.48) and disag eeable mean = 3.44; SD = 1.12).
The eac ion o he s a emen o ha ing an adequa e numbe o pa ien s o aining pu poses was ano he se o neu al
esponses (mean = 3.33, SD = 1.07), as shown in Table 4.
Table 4. Impac o COVID-19 on clinical aining cou se
E ec o COVID-19 on clinical aining cou se
Mean
S d. De ia ion
O e all esponse
The pe iod o he clinical aining cou se was enough
3.0370
1.48016
S ongly disag ee
The e is he app op ia e numbe o pa ien s o clinical aining
3.3333
1.07417
neu al
The objec i e o he clinical aining cou se du ing COVID-19 was
achie ed
3.4444
1.12090
disag ee
These esul s add ess some p e ious e ela ions o se e e dis up ions o clinical aining du ing he pandemic.
5. Al e na e me hods o clinical aining
These pa adigma ic shi s o pa ien ca e include using many o he app oaches o clinical aining du ing COVID-19.
Pa icipan s also ag eed o use skills labs (mean = 1.37, SD = 0.49) and educe hospi al aining imes (mean = 1.70, SD
= 0.99). Pu ing o clinical aining (mean = 2.44, SD = 1.45) and s opping he hospi al aining (mean = 2.00, SD =
1.21) we e also epo ed. (Table 5)
Mean
S d. De ia ion
O e all esponse
E ec o co id-19 on eache s’ pe o mance
Fea o being in ec ed wi h COVID-19 du ing clinical aining o
nu sing s uden s
1.7407
.71213
ag ee
Inc ease he numbe o absences o eache s in clinical aining
2.5185
1.47727
S ongly ag ee
Dec ease mo i a ion in clinical aining
2.4444
1.45002
S ongly ag ee
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Table 5. An al e na i e me hod used o clinical aining o s uden s:
These adap a ions d aw a en ion o aining changes ha occu ed du ing he pandemic.
6. Demog aphics and Fea o COVID-19 In ec ion
A posi i e, mode a e, and signi ican co ela ion be ween eaching expe ience and pe cei ed isk o con ac ing COVID-
19 du ing clinical p ac ice ( = 4.46, p = 0.001) e ealed ha he mo e senio he eache , he highe he pe cei ed isk o
COVID-19 in ec ion. As illus a ed, he e we e no co ela ions be ween he pa ien 's age and he disease du a ion (p =
0.07) o educa ion le el (p = 0.07), as illus a ed in Table 6.
Table 6. Associa ion be ween Demog aphic cha ac e is ics and Teache s' esponses on he
impac o COVID-19 on Clinical Educa ion
The esul s p esen ed in his wo k d aw a en ion o he expe ience in changing he pe cep ion o in ec ion isks, no ing
he impo ance o pe sonalized assis ance du ing pandemics.
Discussion:
This pape aims o e eal he eme gen isks, anxie y, and dis up ions o clinical aining expe ienced by nu sing
educa o s and s uden s en olled in he Kha oum go e nmen nu sing colleges du ing he COVID-19 pandemic (Al
Mahdi). Consequen ly, he esea ch esul s shed ligh on a ious ways COVID-19 a ec ed nu sing educa ion and
enligh en he aspec s ha need o be add essed o enhanced.
Rega ding age, 33.3% o he nu sing educa o s in he s udy ell unde 32–37 yea s, while 33.3% we e mo e han 40 yea s
o age (Mwikali e al., 2023). These age g oups a e conside ed o be a a highe isk o COVID-19 mo bidi y and
mo ali y because in ec ion wi h he i us ends o be mo e se e e in olde adul s. This aligns wi h global in o ma ion,
which shows he a e a which he pandemic a ec s indi iduals o ce ain ages, especially olde adul s, and no o ge ing
he mos impo an educa o s. The e o e, he e is a need o employ mo e signi ican p o ec i e measu es when
implemen ing his new sys em (Bank, 2020). This inc eases he suscep ibili y o his g oup, which becomes an essen ial
ac o when designing s a egies o p o ec he acul y's heal h du ing pandemics.
The academic quali ica ion o he educa o s e ealed ha 59.3% possessed a mas e 's deg ee in nu sing, while 37%
possessed a PhD (Hickey e al., 2018). These igu es show ha academic p o essionals in he eaching s a a e a a high
le el and essen ial o cu iculum implemen a ion and change du ing eme gencies. Fu he , 33.3% o he educa o s ha e
7–10 yea s o eaching expe ience, and an equal p opo ion o hose wi h o e 10 eaching yea s also show hei eadiness
o espond o Educa ion du ing he pandemic. Howe e , his expe ise would ha e made hese acul y membe s a en i e
An al e na i e me hod used o clinical aining o s uden s:
Mean
S d. De ia ion
O e all esponse
T aining s uden s in he skills lab
1.3704
.49210
S ongly ag ee
Dec ease he pe iod o aining s uden s in hospi al
1.7037
.99285
S ongly ag ee
Pos poned he ime o clinical aining o s uden s
2.4444
1.45002
S ongly ag ee
S op clinical aining o s uden s in hospi al
2.0000
1.20894
S ongly ag ee
ea o being in ec ed wi h COVID-19 du ing
clinical aining o nu sing s uden s
Demog aphic cha ac e is ic
p- alue
age
P- alue (.07)
Expe ience
P- alue (.001)
Educa ional Quali ica ion
P- alue (.07)
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o he isks o COVID-19 in clinical places, which may ha e made hem de elop anxie y and s ess (Shana el e al.,
2020).
The s udy also highligh ed ha 56.5% o he educa o s obse ed nu sing s uden s ge in ec ed wi h COVID-19 du ing he
in e phase o clinical aining, ou o which 62.9% o he educa o s claimed nu sing s uden s we e in ec ed while aining
in clinical acili ies (Dhindayal e al., 2022). This pape di ec ly cap u es he challenges o clinical aining in a pandemic
lea ning en i onmen since s uden s ha e o engage wi h he pa ien s as pa o hei p ac ice, and hey a e bound o come
ac oss pa ien s who may be a o able o COVID-19 (Haya e al., 2021). Such in ec ions also ha e o he e ec s because
hey con ibu e o anxie y among he s uden s, hei eache s, and he educa o s. The possibili y o passing he i us o
amily membe s and o he lo ed ones also ein o ces his anxie y, making eaching and e en lea ning e y di icul o
bo h eache s and lea ne s (Bozku e al., 2020). The e ec o his anxie y can be p ima ily psychological and play a ole
in he p ocess o eaching and lea ning, as well as impac he men al heal h o all lea ne s and eache s.
The dange s o he educa o s we e also appa en , as 18.5% o u o s men ioned ha hey con ac ed COVID-19 while
unde aking clinical p ac ice. This s a is ic highligh s he di ec h ea o hospi al educa o s, especially du ing a pandemic.
In ec ion among educa o s is de imen al o hei heal h and impac s he deli e y o Educa ion because o he many cases
o eache absen eeism (Mohammed e al., 2020). This poses a p oblem wi h he con inui y o Educa ion and, a la ge,
a ec s he quali y o aining o e ed o s uden s. This dis up ion is un a o able in nu sing educa ion since clinical
aining is he signi ican componen o hei aining, no heo e ical lessons.
Ano he issue no ed in he s udy was he challenging Bu den on educa o s, especially wi h 40% being o ced o wo k as
COVID-19 ca e ake s du ing he pandemic. In ec ion con ols du ing he pandemic we e sca ce du ing he s udy pe iod,
and e en he essen ial wo ke s ba ely had enough pe sonal p o ec i e equipmen (PPEs) (Mo is & Mu ay, 2021). The
lack o PPE exposu e added o he challenges expe ienced by educa o s and s uden s as basic p ecau iona y measu es like
wea ing ace masks we e ine ec i e in high- isk a eas o hospi als. This shows he need and calls o be e conside a ion
and planning o p o ec on -line educa o s and lea ne s in u u e epidemics.
Acco ding o he s udy indings, COVID-19 educed eaching pe o mance by impac ing how educa o s each; hence, i
had a nega i e in luence. The mean esponse sco es o 1.7, 2.5, and 2.44 p o ed ha educa o s ag eed ha he pandemic
had an ad e se e ec on eaching pe o mance. This esul suppo s o he s udies in coun ies like E hiopia, whe e
Anguso e al. (2021) e ealed ha 59.9% o nu sing educa o s belie ed COVID-19 nega i ely a ec ed clinical lea ning
(Angasu e al., 2021). Educa o s ha e aced many p oblems, such as dis up ion o clinical p ac ice, wo king o e load,
and inc eased s ess; hese ac o s will undoub edly impac eaching pe o mance de e io a ion.
COVID-19 was also e alua ed ega ding i s e ec s on s uden pe o mance, and he esul s we e nega i e (Gonzalez e
al., 2020). I is wo h poin ing ou ha all mean esponse sco es a e >1.5, whe e educa o s ag eed ha he pandemic
nega i ely impac ed s uden s' Clinical Educa ion. Clinical p ac ice is he mos essen ial equi emen o nu sing educa ion
because i helps s uden s lea n p ac ical lessons expec ed o hem (Fe i e al., 2023). Howe e , he pandemic upse his
c ucial lea ning segmen ; nume ous s uden s could no accomplish he aining o a ain he goal se by hei clinical
cou ses. This dis up ion is no only in cu en pe o mance bu also in u u e eadiness o p ac ice as p o essionals in he
ield.
The challenges in clinical aining we e u he ampli ied by he ealiza ion ha he du a ion o he clinical aining
cou ses was inadequa e du ing he pandemic. The esponden s s a ed ha he goals o clinical aining cou ses a e
un ul illed, insinua ing ha s uden s ail o lea n and equally acqui e clinical skills (Go don e al., 2020). These indings
emphasize he impo ance o be e ideas o main ain and enhance clinical Educa ion du ing c ises. This led o some
ecommenda ions, such as using o he models in clinical aining, as highligh ed in he s udy. P o esso s ully suppo ed
s a egies like aining s uden s in skills labo a o ies and p o iding hem wi h lab simula ions, sho ening he hospi al
p ac ice e m, delaying clinical p ac ice, o e en hal ing i al oge he (Noll, 2021). Al hough hese op ions canno
comple ely eplace he hospi al's p ac ical aining, hey a e essen ial ools ha help educe he e ec s o dis up ions
occasioned by pandemics.
Las ly, he s udy es ablished a posi i e co ela ion be ween he numbe o yea s o educa o s' eaching p ac ice and hei
pe cep ions o ge ing in ec ed du ing clinical aining wi h a p- alue o 0.001 (Mo e-Signo e e al., 2021). This inding
e eals ha COVID-19 a ec ed he men al heal h o seasoned eache s who may ha e been mos conscious o he
dange s. This ea go e ned he eaching me hodology and ela ions wi h s uden s, hus adding o he ouble in he
educa ional p ocedu e.
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Conclusion
This s udy inds ha he COVID-19 pandemic nega i ely a ec ed he go e nmen college nu sing educa ion in
Kha oum s a e in e ms o eache s' pe o mance, s uden s' pe o mance, and clinical p ac icum. Teache s we e a a
highe isk o s ess and dis up ion o pe sonal aining, and he s uden s ecei ed ewe p ac ical sessions, he eby
ha ing poo lea ning ou comes and de eloping expe ise. Du ies o clinical aining cou ses we e educed, and all-
impo an goals we e no achie ed, which p o es he p esence o se e al de iciencies in p ac ical knowledge (Askim &
Ch is ensen, 2022). Mo e ime spen in he exis ing skills labo a o ies and less ime o hospi al-based aining and o he
special y-based solu ions we e ou lined as he empo a y measu es mainly suppo ed by he educa o s o minimize he
e ec s o he pandemic. I is concluded ha he e is a despe a e need o s a egies, enhancing sa e y measu es, and
cou ses o ac ion o sus ain and imp o e he quali y o nu sing educa ion in he ace o u u e heal h eme gencies and
hei long- e m epe cussions.
Fu u e Recommenda ions
O he o ms o clinical p ac ice expe ience, namely skills labo a o ies and i ual simula ions, we e implemen ed
sys ema ically so ha hey could con inue unin e up ed du ing eme gencies. Online eaching should be designed as he
sys ema ized and e icien eplacemen o ace- o- ace Educa ion in co espondence wi h he app op ia e in o ma ion
echnologies, esou ces, and eache aining. Nu sing ins i u ions should inco po a e pandemic p epa edness in o he
concep ual cu iculum, enhance i s sa e y measu es wi h p ope PPE, and c ea e a con ingency plan o subsequen
dis up ions. These s eps will imp o e obus ness, p o ec he s anda ds o he deg ee p og ams, and suppo he physical
and men al wel a e o acul y and pupils du ing eme gencies.
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