Effects of the COVID-19 Pandemic on Academic-Practice Partnerships: Implications for Nursing Education

Background: The coronavirus disease 2019 (COVID-19) pandemic affected academic-practice partnerships in multiple ways. This article examines how the pandemic affected partnerships at one college of nursing. Method: A survey on the effects of COVID-19 on academic-practice partnerships was sent to all...

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Bibliographic Details
Published in:The Journal of nursing education 2022-09, Vol.61 (9), p.533-536
Main Authors: Bejster, Mallory, Geis, Alice, Cygan, Heide, Ferry-Rooney, Raechel, Kalensky, Melissa, Moss, Angela
Format: Article
Language:English
Subjects:
Alliances and partnerships
Collaboration
Community
Coronaviruses
COVID-19
Data Analysis
Educational aspects
Epidemics
Experiential learning
Focus groups
Learning
Medical partnership
Nursing education
Nursing schools
Pandemics
Personal health
Quality improvement
Students
Surveys
Teaching
Telemedicine
Trends
United States
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Summary:Background: The coronavirus disease 2019 (COVID-19) pandemic affected academic-practice partnerships in multiple ways. This article examines how the pandemic affected partnerships at one college of nursing. Method: A survey on the effects of COVID-19 on academic-practice partnerships was sent to all faculty (n = 228). Data were analyzed using a mixed-method approach. Results: Of 69 surveys that were completed, 38 faculty reported 52 unique partnerships during the 2019–2020 academic year. Of the 52 partnerships, 63% (n = 33) had changed and 12% (n = 6) were newly established partnerships in response to COVID-19. Common changes included temporary suspension of activities (n = 13) and a change (n = 9) or decrease (n = 7) in activities. Major themes included clinical disruptions and transitioning to telehealth and online services. Conclusion: COVID-19 created challenges for academic-practice partnerships but also generated opportunities for nursing education to contribute to the pandemic response and meet evolving population and organizational needs. [J Nurs Educ. 2022;61(9):533–536.]
ISSN:0148-4834
1938-2421
DOI:10.3928/01484834-20220705-09