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The global public health crisis (COVID-19 pandemic) has substantially affected the health care and nursing education practices across the world 1, 2. During these unprecedented times, global nursing and medical institutions and universities have shifted to virtual teaching and learning 3. This shift from face to face to virtual teaching and learning may be challenging and overwhelming for nurse educators and students as these groups may need to adapt to new norms of learning and teaching. One recent study of nurse educators from the US reported that the shift to online teaching requires greater resources, personal knowledge, and ability to adapt to a role change, efficient technological and pedagogical management system, and mentorship 4. A systematic review of the barriers and facilitators of online teaching in health sciences also reported that limited resources, motivation, and limited technological skills, are the key barriers to online teaching 5. Adapting to new norms and shifting teaching and learning environments may be more comfortable in regions such as the UK, the US, Europe, Australia, and Canada because of their high-quality university educational environments. These high income and developed countries have had the experience of virtual teaching and learning because many undergraduate and graduate nursing programs were already offered online. On the contrary, low-income countries such as Pakistan may find it extremely difficult to switch from face to face to virtual teaching and learning. In this commentary, we highlight the challenges of nurse educators in low-income countries when substituting face to face with virtual teaching and learning during this pandemic. Since the establishment of nursing education in 1948, Pakistan's nursing education system remains underdeveloped and somewhat substandard 6. Compared to high-quality nursing education in developed countries, the quality of education in Pakistan could be considered low. Except for a few private nursing colleges, most of the nursing institutions experience a significant shortage of qualified nurse educators, a dearth of nursing educational research, and a lack of resources and sophisticated clinical and educational learning environments 7, 8.
Shahzad Inayat, Ahtisham Younas, Amara Sundus. (2021) Substituting Face to Face with Virtual teaching and learning during the Covid-19 Pandemic: Challenges of Nurse Educators from Developing Countries, Isra Medical Journal, Volume 13, Issue 01.
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