Nursing and midwifery faculty experience of emergency remote teaching during Covid-19 pandemic: qualitative evidence synthesis

Background: Many universities switched their pedagogical approach to teach remotely during Covid-19 pandemic for the first time, posing many challenges for faculty including technology infrastructure, lack of technical support, a changed teaching environment and more responsibility for supporting students to meet intended learning. Aim: To Synthesise nursing and midwifery faculty experiences of online teaching during the Covid-19 pandemic. Method: A systematic review of qualitative evidence was completed to systematically synthesise nursing and midwifery faculty experiences of online teaching during Covid-19 pandemic. Results: Nine qualitative and three mixed-methods studies reporting on the experiences of 248 faculty were included in this ‘best fit’ framework using Chickering and Gamson's Seven Principles for Good Practice in Undergraduate Education. The importance of face-to-face interaction between faculty and students was highlighted for effective communication and interpersonal relationships. Clinical placement exposure was deemed imperative. Professional development and managerial support are paramount to effectively incorporate the use of online technologies to support nursing and midwifery education. Conclusions: Clinical placement and practical skills training are essential to be delivered in-person. Face-to-face programmes could be enhanced using online components. Professional development and managerial support, together with collaboration among Higher Educational Institutions, Clinical Practice Partners and Regulatory Bodies is imperative for effective blended programmes.