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: | , , , , , |
|---|---|
| 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 |
| id |
MX_c6ceba1bfac3f021f0494c3e478f4b4e |
|---|---|
| oai_identifier_str |
oai:ojs.pkp.sfu.ca:article/1483 |
| network_acronym_str |
MX |
| network_name_str |
México |
| repository_id_str |
|
| dc.title.none.fl_str_mv |
The three rounds of nursing faculty during pandemic times Los tres ‘rounds’ de los profesores de enfermería en tiempos de pandemia As três ‘rodadas’ dos professores de enfermagem em tempos de pandemia |
| title |
The three rounds of nursing faculty during pandemic times |
| spellingShingle |
The three rounds of nursing faculty during pandemic times Montoya-Tamayo, D. P. salud mental docentes pandemias resiliencia psicológica enseñanza mental health faculty pandemics psychological resilience teaching saúde mental docentes pandemias resiliência psicológica ensino |
| title_short |
The three rounds of nursing faculty during pandemic times |
| title_full |
The three rounds of nursing faculty during pandemic times |
| title_fullStr |
The three rounds of nursing faculty during pandemic times |
| title_full_unstemmed |
The three rounds of nursing faculty during pandemic times |
| title_sort |
The three rounds of nursing faculty during pandemic times |
| dc.creator.none.fl_str_mv |
Montoya-Tamayo, D. P. Varela-Londoño, L. E. Lopera-Betancur, M. A. Forero-Pulido, C. Álvarez-del Río, R. F. Anduquia-Vásquez, P. A. |
| author |
Montoya-Tamayo, D. P. |
| author_facet |
Montoya-Tamayo, D. P. Varela-Londoño, L. E. Lopera-Betancur, M. A. Forero-Pulido, C. Álvarez-del Río, R. F. Anduquia-Vásquez, P. A. |
| author_role |
author |
| author2 |
Varela-Londoño, L. E. Lopera-Betancur, M. A. Forero-Pulido, C. Álvarez-del Río, R. F. Anduquia-Vásquez, P. A. |
| author2_role |
author author author author author |
| dc.subject.none.fl_str_mv |
salud mental docentes pandemias resiliencia psicológica enseñanza mental health faculty pandemics psychological resilience teaching saúde mental docentes pandemias resiliência psicológica ensino |
| topic |
salud mental docentes pandemias resiliencia psicológica enseñanza mental health faculty pandemics psychological resilience teaching saúde mental docentes pandemias resiliência psicológica ensino |
| description |
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. |
| publishDate |
2025 |
| dc.date.none.fl_str_mv |
2025-05-27 |
| dc.type.none.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
| format |
article |
| status_str |
publishedVersion |
| dc.identifier.none.fl_str_mv |
https://revista-enfermeria.unam.mx/ojs/index.php/enfermeriauniversitaria/article/view/1483 10.22201/feno.23958421e.2023.1.1483 |
| url |
https://revista-enfermeria.unam.mx/ojs/index.php/enfermeriauniversitaria/article/view/1483 |
| identifier_str_mv |
10.22201/feno.23958421e.2023.1.1483 |
| dc.language.none.fl_str_mv |
spa |
| language |
spa |
| dc.relation.none.fl_str_mv |
https://revista-enfermeria.unam.mx/ojs/index.php/enfermeriauniversitaria/article/view/1483/982 https://revista-enfermeria.unam.mx/ojs/index.php/enfermeriauniversitaria/article/view/1483/1003 https://revista-enfermeria.unam.mx/ojs/index.php/enfermeriauniversitaria/article/view/1483/995 https://revista-enfermeria.unam.mx/ojs/index.php/enfermeriauniversitaria/article/view/1483/996 |
| dc.rights.none.fl_str_mv |
Derechos de autor 2025 Universidad Nacional Autónoma de México https://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
| rights_invalid_str_mv |
Derechos de autor 2025 Universidad Nacional Autónoma de México https://creativecommons.org/licenses/by-nc-nd/4.0/ |
| eu_rights_str_mv |
openAccess |
| dc.format.none.fl_str_mv |
application/pdf application/epub+zip text/html text/html |
| dc.coverage.none.fl_str_mv |
Colombia Colombia Colômbia |
| dc.publisher.none.fl_str_mv |
Universidad Nacional Autónoma de México |
| publisher.none.fl_str_mv |
Universidad Nacional Autónoma de México |
| dc.source.none.fl_str_mv |
Enfermería Universitaria; Vol. 20 No. 1 (2025): January-March; 5-23 Enfermería Universitaria; Vol. 20 Núm. 1 (2025): enero-marzo; 5-23 Enfermería Universitaria; v. 20 n. 1 (2025): janeiro-março; 5-23 2395-8421 1665-7063 10.22201/feno.23958421e.2023.1 reponame:Enfermería Universitaria instname:UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO instacron:UNAM |
| instname_str |
UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO |
| instacron_str |
UNAM |
| institution |
UNAM |
| reponame_str |
Enfermería Universitaria |
| collection |
Enfermería Universitaria |
| repository.name.fl_str_mv |
|
| repository.mail.fl_str_mv |
|
| _version_ |
1858176921814171648 |
| spelling |
The three rounds of nursing faculty during pandemic timesLos tres ‘rounds’ de los profesores de enfermería en tiempos de pandemiaAs três ‘rodadas’ dos professores de enfermagem em tempos de pandemiaMontoya-Tamayo, D. P.Varela-Londoño, L. E.Lopera-Betancur, M. A.Forero-Pulido, C.Álvarez-del Río, R. F.Anduquia-Vásquez, P. A.salud mentaldocentespandemiasresiliencia psicológicaenseñanzamental healthfacultypandemicspsychological resilienceteachingsaúde mentaldocentespandemiasresiliência psicológicaensinoIntroduction: 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.Introducción: Durante el 2020 las condiciones de la pandemia provocaron un cambio rápido y sorprendente en la enseñanza: pasó de ser presencial a impartirse en línea. El significado, los ajustes y la velocidad de esta transición repentina no se vivieron por igual entre los docentes. Objetivo: Describir y comprender el significado que los profesores le dieron a los cambios generados por la pandemia en la educación en enfermería. Metodología: Investigación con enfoque etnográfico interpretativo. Se entrevistaron a diez docentes hasta alcanzar la saturación de información, cuyo análisis incluyó transcripción, codificación abierta y construcción de categorías y subcategorías. Resultados: Se identificaron tres momentos (rounds): el primero referente a las transformaciones aceleradas en las didácticas para continuar la educación en la virtualidad; el segundo aborda las estrategias de adaptación para asumir los retos personales, laborales y de salud en sus hogares; y el tercero enfocado en el regreso a la presencialidad y las huellas que este cambio dejó en la salud mental. Discusión y conclusiones: Los docentes no estaban preparados para el tránsito a la enseñanza virtual, pero se adaptaron a los cambios, situación que les generó resiliencia e impactó en su salud mental. El significado asignado por los profesores a la educación en enfermería durante la pandemia fue un combate interno entre sus emociones por adaptarse a cada momento de esta: cuando fue decretada, en el aislamiento y en el regreso a la normalidad, con grandes cambios en su salud mental y en su percepción de la docencia.Introdução: Durante 2020, as condições da pandemia provocaram uma mudança rápida e surpreendente no ensino, que deixou de ser presencial para passar a ser online. O significado, os ajustes e a velocidade desta transição repentina foram vivenciados desigualmente entre os docentes. Objetivo: Descrever e compreender o significado que os docentes atribuíram às mudanças geradas pela pandemia no ensino de enfermagem. Metodologia: Pesquisa etnográfica interpretativa. Foram entrevistados dez professores até atingir a saturação das informações. A análise dos dados incluiu transcrição, codificação aberta, e construção de categorias e subcategorias. Resultados: Foram identificados três momentos (rodadas): 1) de transformações aceleradas na didática para continuar a educação em virtualidade; 2) de estratégias de adaptação para enfrentar os desafios pessoais, profissionais e de saúde na casa; e 3) de retorno ao ensino presencial e as consequências dessa mudança na saúde mental dos docentes. Discussão e conclusões: Apesar de os docentes não estarem prontos para a mudança para a modalidade virtual de ensino, eles demonstraram resiliência. Ao longo da pandemia (desde a sua decretação, passando pelo isolamento, até o retorno à normalidade), os docentes enfrentaram um conflito interno e vivenciaram significativas transformações em sua saúde mental e em sua visão sobre a profissão de educador.Universidad Nacional Autónoma de México2025-05-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/epub+ziptext/htmltext/htmlhttps://revista-enfermeria.unam.mx/ojs/index.php/enfermeriauniversitaria/article/view/148310.22201/feno.23958421e.2023.1.1483Enfermería Universitaria; Vol. 20 No. 1 (2025): January-March; 5-23Enfermería Universitaria; Vol. 20 Núm. 1 (2025): enero-marzo; 5-23Enfermería Universitaria; v. 20 n. 1 (2025): janeiro-março; 5-232395-84211665-706310.22201/feno.23958421e.2023.1reponame:Enfermería Universitariainstname:UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICOinstacron:UNAMspahttps://revista-enfermeria.unam.mx/ojs/index.php/enfermeriauniversitaria/article/view/1483/982https://revista-enfermeria.unam.mx/ojs/index.php/enfermeriauniversitaria/article/view/1483/1003https://revista-enfermeria.unam.mx/ojs/index.php/enfermeriauniversitaria/article/view/1483/995https://revista-enfermeria.unam.mx/ojs/index.php/enfermeriauniversitaria/article/view/1483/996ColombiaColombiaColômbiaDerechos de autor 2025 Universidad Nacional Autónoma de Méxicohttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:ojs.pkp.sfu.ca:article/14832026-01-14T18:44:16Z |
| score |
15.812429 |