Nurse Faculty Administrators' Experiences of Communication, Cooperation, Coordination, and Collaboration During Educational Disruption

AIM The primary purposes of the study were to describe nurse faculty administrators' experiences of rapid transition and disruption in nursing education during the COVID-19 pandemic. BACKGROUND The disruption and shift to remote learning for nursing education programs posed challenges for these administrators. METHOD A descriptive survey methodology with a convenience sample was used with the Four Cs of Disaster Partnering framework. RESULTS The findings revealed that key elements of the Four Cs framework played a role in the successful adaptation to new learning environment realities. Time was an overarching finding. Connectedness with faculty, staff, and students was a significant challenge. CONCLUSION The application of the Four Cs of Disaster Partnering framework demonstrated utility for examining academic nurse administrators' preparedness.