EDITORIALS: NURSING EDUCATION 

DURING COVID-19 PANDEMIC 

 

While the COVID-19 pandemic impacts on global changes, nursing education  has been 

especially challenged by using   online learning for nursing students. The adaptation of nursing 

instructors and nursing students take into account  significant factors to overcome  barriers 

during the changes. In our point of view, the biggest challenge faced during this faculty crisis is 

how to adopt a response and manage nursing education based on the standard of nursing 

education. An online learning program was considered as a first choice to solve the issue during 

this crisis.  

Online learning would be appropriate due to flexibility, convenience, interactive 

learning experiences, and advancement opportunities for nursing education during the Faculty 

of Nursing closure, including serving the international and national policies that recommend to 

make a decision on social distancing and personalized protection. Online learning resources 

were concerned that nursing instructors and students received support  about online learning 

knowledge, e-learning platform, notebook and internet package from the national and 

university policy. Nursing instructors provided home study exercises and followed up their 

students such as with  feedback on their study exercises and study discussion as an active 

learner by chat application and/or an e-learning platform at least once a week. During the 

nursing education, nursing students were evaluated based on desired learning outcomes, such 

as online examination and study report, including teaching evaluation. However, the online 

learning program must be evaluated for reviewing outcomes using a SWOT analysis, strengths, 

weaknesses, opportunities, and threats, that helps to understand the outcomes and improve the 

quality of nursing education. 

As the new normal after COVID-19, nursing education should be designed based on  

international and national policies, standard of nursing education, desired learning outcomes, 

nursing competency, and nursing educational resources. In addition, blended learning as an 

integrative online and traditional classroom should be considered based on the quality of 

nursing education, such as balancing between online and face-to-face learning hours, learning 

content, and nursing educational resources, including research and innovation experiences. 

 

Assistant Professor Dr. Somsak Thojampa, PhD, RN. 

 & Dr.Sirikanok Klankhajhon, PhD, RN. 

 

Faculty of Nursing, Naresuan University, Thailand. 

Somsakth@outlook.com