Abstract

Over the past 20 years, I have scripted a teaching-learning playbook - a book that has been instrumental in guiding my day to day instructional practices. This playbook, however, was not overly relatable when the world was upended by the ruthlessness of Covid-19. As a professor who teaches nursing by distance, I was not forced to switch my course delivery method because of the pandemic. In fact, unlike many professors, my teaching continued with little to no interruption during the early weeks of Covid-19. I continued to teach courses using my typical and trustworthy tactics. As the effects of the pandemic lingered, I could sense a change in my students who were not only adult learners, but also nurses working the front lines. While I was accustomed to working with students requiring additional support as they learned course concepts, I felt ill-equipped to help students navigate a pandemic. As student concerns were voiced, I was forced to stop and think - to think about how I could help. I felt a yearning to help my students succeed in their courses but most importantly, survive the pandemic. This paper highlights my experiences as a nursing professor during the pandemic and how I came to appreciate the importance of unveiling opportunities for hope through teaching.