Carole Kenner, The College of New Jersey, Marina Boykova, Holy Family University, USA
COVID-19 changed the normal rhythm of our teaching. In the United States, our programs were halfway through our semester – only weeks away from graduation ceremonies and summer vacations. Suddenly we evacuated our offices and classrooms. Our students moved out of their dorms with no time for saying goodbye to friends. As faculty, we were thrust into using technology and online platforms that seemed foreign to many faculty who only taught in a traditional face-to-face manner. Our clinical partners ban students-in part for their patient safety and because personnel protective equipment was scant.
We live and work in one of the hardest-hit areas of the US and were under ‘shelter in place’ orders from mid-March through June. In the first few chaotic weeks, we gave our nursing school laboratory equipment and protective gear away to nearby hospitals. We received requests almost daily for help at the frontlines. Students from our nursing and public health schools/departments were deployed to work in state and local departments of health call centers to answer questions about testing, symptoms, and treatment.
Others delivered meals and did health assessments for those who could not leave their homes. Reports from the frontlines poured in describing emergency rooms as war zones – without adequate equipment or personnel. Students, faculty, and staff were scared as family members and friends tested positive and some died. People were dying alone. Nurses used using all available technology such as FaceTimeã so loved ones could be present and say goodbye. Emotions ran high. COVID-19 support groups were started to ensure that frontline nurses could stay strong.
The campuses remained eerily quiet. Streets deserted. Stores boarded. The days of isolation grew. Yet the work of teaching and learning continued. Classrooms and clinical rotations became online, virtual meetings and simulations. The number of virtual meetings increased as well as hours of work. The use of Zoomã, Google Hangouts ã, and other conference meeting software became the norm. Seven and eight hours a day of intense meetings or teaching sessions and meetings with students set the day’s schedule. For those in administration, plans for keeping faculty, staff, and students safe as well working on teaching plans/reopening plans for the fall added to the workload. Eighteen-hour days became the norm. We have never been as exhausted in our lives!
Worries about the success of the students ensued. First, the question was did they have access to the Internet or computers/tablets for classes? If not how could we provide this technology? Would this teaching modality prepare them for the real world of nursing if they had limited patient contact? Would they pass their licensure and certification exams? All questions we asked each other. As an administrator (CK) I worried about the impact on our budget, as we are very dependent on tuition and dormitory revenue. How many students would not be able to continue in the summer or fall due to their family’s or their loss of employment? We have about a 13% unemployment rate at present. Our states (New Jersey and Pennsylvania) incurred heavy debt due to the large numbers of COVID-19.
Several lessons have been learned during these unprecedented times of the pandemic. Out of adversity comes creativity. Our senior students graduated and few suffered academic setbacks. Most students have jobs but have difficulties starting as testing sites for national licensure and certification exams remain limited and the board of nursing in New Jersey is furloughed due to budget cuts. However, emergency measures afforded them the opportunity to work as graduate nurses before receiving their licensure. Faculty found the use of technology in some cases, enhanced learning even though online teaching was more intense than in a face-to-face environment, so the online teaching and learning activities were not so bad as we thought. Innovative ideas sprang from adversity with faculty sharing ideas and working with administrators to strengthen programs, maintain quality education, but institute cost-saving measures.
We are entering a new way of life – wearing masks, practising social distancing, contact tracing – but as nurses, we are also recognizing the tremendous contribution we make either at the frontline of care or education. We are making a difference in the lives of the people we serve and the students we educate.
I’m Lora Alexander, one of the Quality Improvement coaches in a busy Level 3 NICU. QI is all about understanding problems, thinking of solutions, implementing ideas and analysing the results. 
My name is Adedoyin Yissau, also known as Dee. I am the Education and Workforce Lead for the London Operational Delivery Network. I came into post as a Network Educator in 2019 and have since developed nursing education region wide, with the current focus on developing a nursing career pathway for London.
Neonatal Network Nurse Educator
My name is Dr. Julia Petty, and I am a nurse lecturer specialising in children’s nursing with a particular interest in neonatal care. My nursing career in paediatric and neonatal clinical nursing practice began after a BSc Hons degree in Psychology at Warwick University, when I moved to Great Ormond Street Hospital, London. Here, I trained in children’s and adult nursing before working there for many years in children’s and neonatal surgical care. I then gained my neonatal nursing qualification at St George’s NHS Trust London and worked at the Whittington NHS Trust NICU before moving back to Great Ormond Street for a senior education role on NICU where I worked until 2001. I then worked as Senior Lecturer at City University, London for 12 years leading the neonatal nursing education portfolio. I studied for a MSc, a PGCE and MA in academic practice during this time, In 2013, I moved to the University of Hertfordshire where my role is Associate Professor (learning and teaching) and Senior lecturer child nursing. I teach on the BSc Hons nursing and master’s degree programmes including leadership of modules, face-to-face/online teaching, assessing and supervision of students at all levels up to doctorate level. I am also research active and have completed a Doctorate in Education. As a nurse, educator and post-doctorate researcher, my interests focus on parents’ premature birth experiences, supporting parents in the transition home from NICU, exploring communication needs of neonates and their carers and studying the educational value of digital storytelling. This combination and variety of roles enriches my working life and brings together my experience as a child / neonatal nurse, educator and researcher. My role and related activities enable me to engage in both education and research while supporting students on their nursing career and education pathway, which is a privilege to be part of.
Hello my name is Claire Richards and I’m the Lead Nurse for the Wales Maternity and Neonatal Strategic Network. This covers nursing leadership but also Neonatal transport. I also have a clinical honorary contract in one Health Board.
Hello, my name is Kim Edwards, and I am a Neonatal Nurse. I am currently the Lead Nurse and Workforce, Education Lead for the Thames Valley and Wessex Neonatal Operational Delivery Network (ODN)
Hello, my name is Jean and I am a registered children’s nurse with 27 years experience. I qualified with a DipHE after struggling academically due to dyslexia. Over my career I have worked mainly in PICU, NICU and children’s cardiac critical care. I am dual qualified in speciality (QIS) for both Neonatal and Paediatrics. The QIS program is a post graduate modular course completed at level 6/7. To be considered QIS you must successfully complete 4 separate modules, each have an academic and practical component. Only on completion of the QIS course can you apply for a band 6 role. In addition to the above qualifications it is expected you would have several years proven experience in speciality at Band 6 and 7 prior to applying for a Matron’s role.
My name is Lisa Baker, I’m a Ward Manager on a Level 2 Special Care Baby Unit in South Wales and I’ve been in this role since 2020. 
Hello, my name is Wesell, and I am currently a trainee Advanced Neonatal Nurse Practitioner (ANNP) at Great Western Hospital, which is a Local Neonatal Unit (LNU). Prior to this, I gained substantial experience in a tertiary neonatal unit where I completed my QIS course at master’s level. This course, alongside my role as a senior nurse, provided me with the expertise required to develop my career further in neonatal care.
My name is Hannah Wells, and I am a Neonatal Surgical Clinical Nurse Specialist (CNS).
Hi, I am Amanda and work as the Neonatal Infant Feeding Coordinator for a NICU and a SCBU within one service. While the role is not standardised, many neonatal units now have dedicated posts.
Hello, my name is Daniela Machado, and I am proud to be a Developmental Care Specialist/Lead Nurse and a sister/charge nurse, working across two different trusts. I am originally from Porto, Portugal, and have spent 14 years building my nursing career in the UK. My role involves applying and advancing neuroprotective/developmental care practices for our preterm and neonatal patients/families.
Hello! I am Renjita Raju , a Neonatal Junior Sister working in London. After completing my BSc nursing degree in India, I moved to UK, and completed NMC OSCE to get registered and QIS course to become specialised in neonatal care. I recently qualified as an NLS instructor with the support from NNA scholarship programme. My role involves caring for premature and critically ill newborns, ensuring their safety and health with a highly collaborative multidisciplinary team. I also teach in NLS courses as an instructor following my passion in neonatal resuscitation. I love witnessing infants grow stronger each day and supporting their families through this journey. I’m grateful for the opportunity to provide meaningful compassionate care to the tiniest, most vulnerable patients. 