Repercussions of the COVID-19 pandemic on Nursing training: A Scoping Review
Anália Andréia de Araújo Nascimentoa b c, Sara Eloise Argimiro Ribeiroa b d, Anne Caroline Lisboa Marinhoa e, Valéria Dantas de Azevedoa f g, Marina Eduarda Mendonça Moreiraa e, Isabelle Campos de Azevedoa h
- aUniversidade Federal do Rio Grande do Norte, Brasil
- bBecaria del Conselho Nacional de Desenvolvimento Científico e Tecnológico, Brasil
- cUniversidade Federal do Rio Grande do Norte, Natal, RN, Brazil.Scholarship holder at the Conselho Nacional de Desenvolvimento Cientifico e Tecnologico (CNPq), Brazil
- dScholarship holder at the Conselho Nacional de Desenvolvimento Cientifico e Tecnologico (CNPq), Brazil.Universidade Federal do Rio Grande do Norte, Departamento de Enfermagem, Natal, RN, Brazil
- eUniversidade Federal do Rio Grande do Norte, Departamento de Enfermagem, Natal, RN, Brazil
- fBecaria de la Coordenação de Aperfeiçoamento de Pessoal de Nível Superior, Brasil
- gUniversidade Federal do Rio Grande do Norte, Natal, RN, Brazil.Scholarship holder at the Coordenacao de Aperfeicoamento de Pessoal de Nivel Superior (CAPES), Brazil
- hUniversidade Federal do Rio Grande do Norte, Natal, RN, Brazil
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Abstract
Objective: to map the knowledge produced about the repercussions imposed by the COVID-19 pandemic on Nursing training. Method: this is a Scoping Review, guided by the recommendations set forth in the Joanna Briggs Institute Reviewer’s Manual and carried out in 15 electronic databases and theses and dissertations repositories. The protocol was registered at the Open Science Framework. The data were analyzed and synthesized into two pre-established analysis categories: positive and negative repercussions; and descriptive statistics. Results: 33 publications identified, the most cited positive aspects were the development of new teaching strategies adapted to the virtual environment and the training of future professionals in clinical practice in the context of a health crisis. The negative repercussions are related to psychological issues such as increase in the cases of anxiety, stress and loneliness among the students. Conclusion: the diverse evidence suggests that remote teaching was a timely emergency way out for the continuity of academic training; however, this educational modality presented positive and negative aspects that need to be rethought for a better systematization of teaching-learning in other contexts that resemble the COVID-19 pandemic.