Abstract:

The COVID-19 pandemic has triggered significant shifts in the education landscape, compelling educational institutions worldwide to adopt distance learning. Against this backdrop, nursing education in Estonia has persisted, augmented by innovative technological interventions aimed at fostering adaptable and high-quality learning experiences.

The aim of this paper is to present the administrative, digital, and technological solutions that supported Estonian nursing educators to continue the study process during the pandemic and to develop a sustainable solution for nursing education for the future. This case study of Estonian nursing educators analyses the documents and decisions implemented in institutions during the pandemic.

The study adopts a mixed-method approach, utilizing the Qualitatively Enriched Survey Method, to assess student satisfaction regarding intervention aspects related to the pandemic. In addition to quantitative assessments, the survey includes qualitative comments, enhancing insights within the dimensions: e-learning, study organization, and pedagogical methodologies. Leveraging a Likert scale-based questionnaire, with three core inquiries focused on these dimensions, 196 and 300 students participated in April and May, respectively, spanning vocational, higher education, and master's levels. Data analysis involves quantifying Likert responses to gauge agreement percentages, while concurrently, comment analysis employs a thematic approach to categorize comments into e-learning, organization, and methodologies, thereby unraveling nuanced perspectives.

The resultant dataset underscores student viewpoints, furnishing a comprehensive assessment of their contentment concerning e-learning dimensions, study structure, and pedagogical modes. A qualitative-analytical confluence accentuates strengths and identifies areas warranting refinement within the realms of e-learning implementation and organizational strategies—an essential aspect during the initial upheaval of the pandemic. Analytical findings also spotlight challenges inherent in integrating distance learning paradigms. The imperative of innovation to foster dynamic techniques for evaluating academic performance and learning outcomes emerges as a pivotal theme. Additionally, fostering student engagement in the hybrid learning and virtual classroom surfaces as a discernible necessity, catalyzing innovative strategies. Notably, the suspension of hospital internships during the pandemic prompted the incorporation of simulation-based approaches to cultivate and assess practical skills.

Furthermore, technical and administrative changes, such as redesigned student support and assessment systems, hybrid and blended studies, and improved feedback systems, were implemented to enhance accessibility, individualization, and flexibility. The authors found evidence that the solutions implemented in Estonian nursing education allowed students to graduate within the nominal study period without any decline in education quality.

However, the study's main limitation pertains to Estonia's size, where nursing education is provided by only two institutions, and the number of students is limited. The results may primarily apply to institutions with similar size and administrative systems. Future research should delve into the relationship between urses' performance and organizational outcomes and analyze the influence of pandemic education on workplaces.

Keywords:

Hybrid learning, Nursing education, Nursing.