Crisis response to COVID-19: Elements for a successful virtual event transition

Emily E. Hopkins, Jennifer J. Wasco, Kathleen C. Spadaro, MaryDee Fisher, Lora Walter, Marilu Piotrowski


Rapid onset of the COVID-19 pandemic necessitated a crisis response among academic institutions to provide continuity of learning, in an alternate structure, as on-ground campuses across the country closed. This led to a myriad of virtual and online learning formats for collegiate programs. Ironically, it also altered plans among existing online programs scheduled for in-person, on-campus residency requirements. Complying with newly imposed institution regulations, a small private university in southwestern Pennsylvania was required to move their traditional on-ground Doctor of Nursing Practice residency to a virtual platform. Leveraging online tools and creating a new format was needed to effectively meet program requirements. Success of the residency was dependent upon a straightforward information technology program with adequate support and detailed student resources. Residency structure from the existing on-ground program was combined with online tools to successfully adapt the event into a virtual format. Feedback provided by students and faculty was reviewed to streamline and improve future transitions. The advent of COVID-19 created an opportunity for the nursing program to learn how to transition a key educational on-ground event to a successful virtual one. Although crisis response is common in the clinical setting, adapting to meet critical needs is also essential to the academic environment. Rapid response with forming a virtual residency has provided a foundation for continued growth and refinement of on-ground events being moved to an online platform during a time of crisis. Critical elements for transitioning to the virtual environment are summarized.

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Journal of Nursing Education and Practice

ISSN 1925-4040 (Print)   ISSN 1925-4059 (Online)

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