The COVID-19 pandemic caused an abrupt closure of campuses across the country, transitioning from face-to-face classes to remote learning. Faculty quickly needed to become well-versed in the use of technology to deliver course content online and devise alternate clinical assignments when clinical partners abruptly ceased rotations.

The United Kingdom (UK) and Ireland quickly switched to online learning in March 2020 in response to COVID-19. Researchers from the UK conducted a SWOT analysis (strengths, weaknesses, opportunities, threats) on adaptations to anatomical education in the UK and Ireland (Longhurst et al., 2020). Fourteen universities participated in this survey research. Teaching anatomy, traditionally using a cadaver to appreciate the three dimensions of the subject matter, was changed to online learning using Zoom, Panopto, and other software (e.g., Visible Body) to enable students to appreciate the human body. Authors found using synchronous learning and online student polling to assess knowledge was helpful. They also concluded integrating new technologies and developing stronger ties with other colleagues was a clear benefit to educational changes.

According to Higgins and colleagues (2019), nearly 100,000 students learn physical assessment remotely in any year. This online study method can be accomplished via videography, in which students conduct an assessment on a volunteer patient and are videotaped. Web-based learning offers flexibility for practicing nurses and can reach many students without regard for geographic location. The final performance of physical exam for online learners was compared to traditional face-to-face classes, and results were very similar. No significant differences were found in learning outcomes.

A group of nurse educators sought to improve family nurse practitioner students' formal assessment through a pilot project using video-enhanced learning (Day et al., 2018). Authors realized students who had not used the technology before had a substantial learning curve, but technology was embraced once they felt comfortable using it. Faculty noted consistency in performance of all students who were instructed in this manner. The project did not compare the online student group to a face-to-face student cohort, but authors suggested such a comparison would be helpful.

Another quality improvement project was completed by nurse educators using a hybrid advanced health assessment course to evaluate their Doctor of Nursing Practice students (Champlin et al., 2020). Many advanced practice nursing programs are online, and faculty could maximize technology to ensure student learning to provide safe, effective patient care.