The three rounds of nursing faculty during pandemic times
Introduction: During 2020, the pandemic conditions provoked a rapid and amazing change in teaching; it went from being in person to being online. The meaning, adjustments, and speed of this sudden transition were not experienced the same by all faculty members. Objective: To describe and understand...
| Autores: | , , , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | México |
| Institución: | UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO |
| Repositorio: | Enfermería Universitaria |
| Idioma: | español |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/1483 |
| Acceso en línea: | https://revista-enfermeria.unam.mx/ojs/index.php/enfermeriauniversitaria/article/view/1483 |
| Access Level: | acceso abierto |
| Palabra clave: | salud mental docentes pandemias resiliencia psicológica enseñanza mental health faculty pandemics psychological resilience teaching saúde mental resiliência psicológica ensino |
| Sumario: | Introduction: During 2020, the pandemic conditions provoked a rapid and amazing change in teaching; it went from being in person to being online. The meaning, adjustments, and speed of this sudden transition were not experienced the same by all faculty members. Objective: To describe and understand the meaning that faculty attributed to the changes in nursing education due to the pandemic. Methodology: Research with an interpretative ethnographic focus. Ten faculty members were interviewed until reaching information saturation. The information analysis included transcription, open codification, and construing of categories and subcategories. Results: Three moments (rounds) were identified: The first referred to the quick transformations in the didactic practices in order to sustain education virtually; the second addressed the adaptation strategies in order to assume the personal, work, and health challenges at home; and the third focused on the returning to in-person classes and the mental-health impacts that this change left. Discussion and conclusions: Faculty was not prepared for a shift to virtual teaching, but they adapted themselves to the changes, which generated resilience in them and impacted on their mental health. The meaning that faculty assigned to nursing education during the pandemic was one of an internal struggle between their emotions in order to adapt to every moment of the pandemic: when it was decreed, during isolation, and at the returning to normality; leaving large changes in both their mental health and their perception of teaching. |
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