Adaptation Plan to the Virtual Modality in the Nursing Career of a University in Northeastern Peru

Abstract

Objective: Describe the implementation of a plan for the adaptation of courses to the virtual modality in the nursing career of a private university in northeastern Peru in 2020.   Theoretical Framework: The process of adaptation to virtuality is supported by connectivist and constructivist and instructivist theories of education.   Method: This descriptive case study involved 83 students and 11 teachers. The plan consisted of 5 phases: selection of subjects, choice of teaching tools and resources, adaptation of subjects, implementation of the pedagogical strategy, and control and monitoring of courses.   Results and Discussion: Of 30 adapted subjects, 66.7% had theoretical and practical hours and 33.3% only theoretical hours. Supervisions of the virtual classrooms showed deficiencies in sending announcements (73%) and aggregating learning sessions (45%). To address the challenges, communication strategies, technological and academic support, and flexibility of evaluation methods were used. Teachers' technological knowledge was rated as the lowest, with a mean of 2.64 ± 0.44. 94% of students attended classes and 80.7% passed the courses.   Research Implications: The implementation of the plan allowed students to continue their learning during the pandemic, highlighting the need to improve strategies to achieve effective virtual education.   Originality/Value: This study will not only allow us to know how Peruvian universities responded to the educational crisis during the pandemic, but could also ensure the sustainability of education in these new paradigms.