Project (e)mergency Remote Instructional Skills Enhancement (e-RISE): Implications to Nursing Education in Times of a Global Health Crisis
Project (e)mergency Remote Instructional Skills Enhancement (e-RISE): Implications to Nursing Education in Times of a Global Health Crisis

Summary/Abstract: The COVID-19 pandemic provokes higher learning institutions to initiate an agile yet well-planned response in ensuring quality online teaching and learning. In response to the challenges of transitioning from the traditional to online teaching and learning, the researchers explored the lessons uncovered from the (e)mergency Remote Instructional Skills Enhancement (e-RISE), an intervention that comprised series of faculty mentoring sessions towards full adoption of an online platform for professional nursing courses. This action research utilized the Look, Think, Act cycle of Stringer (1996) involving eleven nurse faculty as participants. Using thematic analysis in data treatment, various themes were revealed ranging from advancing technological knowledge and competence to accepting personal limitations, values acquisition, and teacher empowerment. The technological knowledge and competence of the nurse faculty require further improvement. The acceptance of personal limitations in terms of putting up online learning modules implies the need to enhance pedagogy and design. Values acquisition in terms of life skills were dominant in response to the needs to change and adapt. Reverse mentoring is also recommended as this is paramount towards the success of the Project e-RISE. Lastly, teacher empowerment is touted essential to make remote teaching and learning more feasible, effective and efficient. The study findings suggest that Project e-RISE be adopted as a sustainable mechanism to capacitate nurse faculty in their migration from traditional to remote or online teaching.

• Details
• Contents