![]() ![]() The extent to which countries have been able to adapt to this new normal is dictated by prior experience in and the limitations of VLEs themselves ( Dhawan, 2020), with the education for the majority of students around the globe at a standstill ( Adedoyin and Soykan, 2020). Its development and usage also meant the permanent availability of accessories including earpiece, personal computers and Internet connectivity ( Amrane-Cooper, 2020). Virtual learning environments (VLEs) have developed steadily since the advent of the COVID-19 pandemic. During the COVID-19 outbreak, virtual technologies have supported education-related projects pertaining to policy, business and societal applications ( Crawford et al., 2020). As these changes appear to be far from temporary, they have accelerated the transition to a “new normal” regime of nursing education online for the foreseeable future ( Hatzipanagos et al., 2020 Pham and Ho, 2020). Ĭoronavirus disease 2019 (COVID-19) started to spread globally in the spring of 2020 thus, the preparation of healthcare staff and training of an adequate number of nurses and high-quality professionals have become key challenges ( World Health Organization, 2021). The full terms of this licence may be seen at. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. ![]() This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Copyright © 2022, Pei-Lun Hsieh, Shang-Yu Yang, Wen-Yen Lin and Tien-Chi Huang License ![]()
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