الفهرس 
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Abstract
SUMMARY
Dealing effectively with crises necessitates a combination of knowledge,
attitudes, and skills that can be cultivated through education. Particularly, crisis
education tailored for all nursing faculty members is of utmost importance. In
times of crisis, faculty leaders play a pivotal role, holding the responsibility for
effective management. These leaders must embody qualities such as
composure, analytical acumen, and timely decision-making to navigate
situations successfully. Inadequate proactive leadership may lead to crisis
aftermath being more impactful than the crisis itself. As such, identifying the
crisis preparedness needs of nursing staff is crucial, involving an assessment of
their knowledge, awareness, and attitudes towards crisis management.
The global COVID-19 pandemic has precipitated profound health,
economic, and social repercussions. These consequences prompted the closure
of schools and universities to enforce social distancing and curb the virus’s
spread. In Egypt, the higher education sector encountered substantial
challenges as it swiftly transitioned from in-person instruction to virtual
learning during the COVID-19 crisis. A pressing concern was the seamless
migration of traditional classroom courses to online platforms. Addressing the
pandemic’s enduring adverse effects necessitates the implementation of
learning recovery initiatives, safeguarding educational budgets, and
establishing strategies for resilient preparedness, in line with the ”building back
better” philosophy.
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94
Aim of the study:
This study aims to evaluate education crisis management preparedness
among faculty of nursing staff at damanhour university during pandemic covid-
19.
The setting of the study:
The study was conducted at the Faculty of Nursing, Damanhour
University.
Subjects of the study:
All available Faculty of Nursing staff in the time of the study.
Tools of data collection:
To collect the required data, three tools were used to assess faculty of
nursing staff’s health due to change in lifestyle, faculty of nursing staff’s
perception toward the impact of the crisis on education and to evaluate faculty
of nursing staff’s preparedness toward educational crisis management in
academic year 2021-2022 during pandemic COVID-19. It consisted of three
parts:
Tool I: Assessment of Health Due to the Change in Lifestyle;
This section was developed by researcher after reviewing relevant
literature (110, 181) to collect data from the participants and assess the health of
faculty of nursing staff resulting from changes in their lifestyle. It consists of
six domains comprising 38 questions in a Likert format, aimed at evaluating
diet, nutrition, physical activity, stress, restorative sleep, social support, and
environmental exposures (screen time/outdoor time).
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95
Each of the 38 items in the assessment includes a forced-choice 4-point
Likert scale, categorized and coded as follows: (1) Always; (2) Often; (3)
Seldom; (4) Never. The overall score level of faculty of nursing staff’s health
assessment related to the change in lifestyle during the COVID-19 pandemic
ranged from 0 to 111. And was categorized as follows; 0-36 indicate negative
assessment, 37-73 indicate ambivalent assessment, 74-111 indicate positive
assessment.
In addition, items was designed to gather data from the participants to
determine various aspects of their personal and professional profiles. The
collected information includes the following: gender, academic specialty,
academic degree, type of residence, socio-economic level, marital status,
experience or training in remote learning, experience or training in crisis
management, estimated hours spent per week in using online platforms.
Tool II: Faculty of Nursing Staff ’s Perception Toward Impact of Pandemic
COVID-19 on the Education Program.
This tool was developed by researcher after reviewing relevant
literature(110, 181,182)to assess the faculty of nursing staff’s perception toward the
impact of pandemic COVID-19 on the education program. It consist of five
dimensions as following: Impact on instructional delivery (8 items), Impact on
evaluation process (3 items); Impact on research (4 items); Economic pressure
(5 items); International staff mobility(2 items). Subject’s responses were
measured on 5- point likert rating scale ranging from (1) strongly agree to (5)
strongly disagree.
The overall score level of faculty of nursing staff’s perception toward
negative impact of pandemic COVID-19 on the education program ranged from
22 to 110. And was categorized as follows; 22 - 50 indicate low perception, 51
– 80 indicate moderate perception, 81 –110 indicate high perception.
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96
Tool III: Faculty of Nursing Staff Preparedness Toward Educational
Crisis Management Questionnaire.
This section was specifically designed by the researcher after conducting
a comprehensive literature review (183-185)to assess the preparedness of faculty
of nursing staff concerning educational crisis management. The questionnaire
encompasses three distinct categories, each comprising the following
components: Knowledge Assessment (22 points): This section aims to
evaluate the level of knowledge possessed by faculty of nursing staff in relation
to educational crisis management. Attitude Assessment (10 points): Here, the
questionnaire seeks to gauge the attitudes and perceptions of faculty members
regarding educational crisis management. Readiness to Practice Assessment
(18 points): This category assesses the readiness of faculty of nursing staff to
implement educational crisis management strategies in practical scenarios.
Subject’s responses were measured on 5- point likert rating scale ranging from
(1) strongly agree to (5) strongly disagree.
The overall score level of faculty of nursing staff preparedness toward
educational crisis management ranged from 50 – 250. And was categorized as
follows; 50 – 149 indicate low preparedness, 150 – 199 indicate moderate
preparedness, 200 -250 indicate high preparedness.
Methods:
1. Ethical Approval and Permission: Formal approval to conduct the study
was obtained from the Dean of the Faculty of Nursing at Damanhour
University. Additionally, permissions were secured from the Vice Dean
of Education and Student Affairs, as well as the heads of departments
within the Faculty of Nursing at Damanhour University.
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2. Tool Validation: The tools employed in the study were subjected to
rigorous validation. A panel of five experts from the field of study at
Damanhour University’s Faculty of Nursing evaluated the instruments for
clarity, relevance, comprehensiveness, and applicability. Feedback from
the panel was incorporated to enhance the tools.
3. Reliability Analysis: To ensure the internal consistency of the items,
reliability of the three tools was assessed using Cronbach’s alpha
correlation coefficient test. The results demonstrated a high level of
reliability: tool I (assessment of health) exhibited a reliability coefficient
of r=0.789, denoting acceptable reliability; tool II (staff perception
toward educational crisis management) demonstrated good reliability
with r=0.814; and tool III (staff preparedness toward educational crisis
management) exhibited good reliability with r=0.825. The statistical
significance level was set at ≤ 0.05.
4. Pilot Study: Prior to the main data collection phase, a pilot study was
conducted by the researcher. A representative sample of approximately
10% of the total faculty of nursing staff (13 individuals) participated in
the pilot study, and these participants were excluded from the subsequent
analysis. The pilot aimed to assess the clarity and applicability of the
research tools, identify potential obstacles and issues during data
collection, and facilitate necessary modifications based on the feedback
received.
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Data Collection:
Data were gathered from the faculty of nursing staff through structured
questionnaires administered via written and online methods. Written
questionnaires were distributed at work settings following clinical days or
theoretical lectures. Online questionnaires were administered using
Google Forms. Participants were given approximately 20-30 minutes to
complete the questionnaires after receiving a comprehensive overview of
the study’s objectives.
The data collection process spanned two months, from October 2021 to
November 2021.
Ethical Considerations:
- Research Approval: Ethical approval for the study was obtained from the
Faculty of Nursing Ethical Committee at Damanhour University. This
approval ensured that the research adhered to established ethical
guidelines.
- Informed Consent: All participants provided oral informed consent after
receiving a clear explanation of the study’s objectives and procedures.
They were well-informed about their role and involvement.
- Privacy and Voluntary Participation: Participants’ privacy was prioritized,
and they were assured the freedom to decline participation or withdraw
from the study at any stage without encountering any adverse
consequences.
- Confidentiality and Anonymity: To safeguard participants’ identities and
sensitive information, meticulous measures were implemented to maintain
data confidentiality and anonymity throughout the study.
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By refining the provided information, the data collection process and
ethical considerations are presented more concisely and clearly.
The following were the main results of the present study:
Part I. Personal and professional profile of the faculty of nursing staff
Distribution of the faculty of nursing staff according to their personal and
professional profile (n= 130).
The study’s findings shed light on various significant aspects concerning
the faculty of nursing staff: The gender distribution within the faculty indicated
a substantial majority (94.6%) of female staff members. In terms of academic
qualifications, the staff composition was diverse, with 29.2% of them holding
the position of assistant lecturer, and a smaller proportion (6.2%) occupying the
role of professors. Geographical background revealed that a significant portion
(44.6%) of the faculty originated from urban areas. Regarding their experience
in educational crisis management, the mean duration of experience was
recorded as (2.51±1.71) years. A noteworthy observation was the lack of formal
training in educational crisis management for a significant majority (73.8%) of
the faculty members, while the remaining 26.2% had received such training.
Furthermore, the study highlighted that a substantial proportion (43.9%)
of the faculty members were unaware of the existence of ongoing educational
crisis management training. These findings collectively provide valuable
insights into the demographic composition, experience levels, and training
awareness among the faculty of nursing staff.
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Regarding, the investigation into the faculty’s experience with remote
learning revealed a mean duration of (2.03±1.17) years. Strikingly, a majority
of participants (58.5%) had not received prior training in remote learning,
highlighting potential gaps in their preparedness. In terms of their grasp of the
COVID-19 pandemic, an encouraging majority (72.3%) of the faculty
exhibited a commendable level of knowledge, reflecting their awareness of this
global health crisis.
The study delved into participants’ assessment of their internet service
quality, with a notable 39.2% providing an acceptable description of their
internet service, which holds significance for effective remote learning.
Specifically, when identifying courses that presented challenges for remote
teaching, the study unveiled that practical courses were the primary concern, as
articulated by over two thirds (67.7%) of respondents.
Furthermore, in the context of online engagement, a substantial portion
(76.2%) of the faculty dedicated more than 4 hours per week to utilizing online
platforms for various purposes. These collective findings intricately capture the
faculty’s experience with remote learning, their awareness of the COVID-19
pandemic, the intricacies of remote teaching for particular courses, and their
active involvement with online platforms.
Part II. Assessment of health due to the change in lifestyle during
pandemic COVID-19
The distribution of faculty of nursing staff based on their total health
assessment, influenced by lifestyle changes during the COVID-19 pandemic,
is a focal point of the study’s examination. The findings reveal a significant
pattern: slightly over half of the participants (56.2%) reported experiencing
negative effects due to the pandemic, while a noteworthy 43.8% perceived
positive effects stemming from the changes in lifestyle brought about by the
COVID-19 pandemic.
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Part III: Staff Perception towards the Impact of the Crisis on Education:
In this section, the study examines the faculty of nursing staff’s perception
concerning the crisis’s influence on education. Additionally, it investigates the
effect of the pandemic on the education process.
1. Perception of Crisis Impact on Education:
Regarding the faculty of nursing staff’s perception of the crisis’s impact on
education, the study reveals a diverse perspective. A notable proportion
(38.5%) exhibited a low perception towards the crisis’s influence on education.
Equally significant, 36.1% held a moderate perception of the crisis’s impact on
education. In contrast, more than one quarter (25.4%) displayed a high
perception regarding the crisis’s influence on education.
2. Effect of the Pandemic on the Education Process:
The study delves into the effect of the pandemic on the education process
as perceived by the faculty of nursing staff. A substantial majority (77.7%)
reported a negative impact on instructional delivery, signifying challenges in
the dissemination of educational content. Similarly, nearly three quarters
(73.1%) conveyed a negative effect on the evaluation process, suggesting
difficulties in assessing students’ progress.
Furthermore, when examining the pandemic’s effect on academic
outcomes, the findings were pronounced. A significant majority (84.6%)
highlighted a negative impact on academic achievement, indicating disruptions
to students’ educational progress. Similarly, more than two thirds (69.2%) of
the faculty indicated a negative influence on students’ understanding, reflecting
the intricate challenges faced in maintaining effective comprehension amidst
the pandemic’s constraints.
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Collectively, this section provides a comprehensive overview of the
faculty of nursing staff’s perception towards the crisis’s impact on education
and the pandemic’s ramifications on the education process, revealing a range of
viewpoints and highlighting the multifaceted challenges encountered.
Part IV: Staff preparedness toward the educational crisis management.
Regarding the preparedness of the faculty of nursing staff toward
educational crisis management. The present study illustrated that more than
half of them (53.1%) had moderate knowledge while about one quarter (23.1%)
of them had high knowledge. As well attitude assessment, nearly half of them
(43.1%) had ambivalent attitude, whilst 16.2% of them had positive attitude.
Additionally, more than one thirds (40.0%) of them had moderate readiness to
practice, but more than one quarter (29.2%) of them had high readiness to
practice.
Furthermore, more than half of the faculty of nursing staff (56.20%) had
moderate preparedness toward the educational crisis management, while more
than one quarter (26.90%) of them had high preparedness toward the
educational crisis management and less than one fifth 16.90% of them had
moderate preparedness toward the educational crisis management.
Part V: Relation between the studied variable.
Relationship between demographic characteristics of the faculty of nursing
staff and their total health assessment.
There was a highly statistically significant relation was found between
total health assessment and their gender (P=0.005**) and, between total health
assessment and their educational crisis management training (P=0.002**). A
statistically significant relation existed between the total health assessment and
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the presence of ongoing educational crisis management training (P=0.012*), In
addition, a statistically significant relation between the total health assessment
and having remote learning training was found
(P =0.032*). No statistically significant relation between the total health
assessment and residence type, experience in educational crisis management,
experience in remote learning and with description of internet service
(P=0.057), (P =0.053), (P =0.065) and (P =0.089) respectively.
Relationship between demographic characteristics of faculty of nursing staff
and their total perception toward the impact of the crisis on education.
There was a highly statistically significant relation was found between
total perception and their experience in educational crisis management (P
=0.001**) Also, highly statistically significant relation between total
perception and their educational crisis management training (P =0.005**) and,
highly statistically significant relation between total perception and having
remote learning training (P =0.001**).
A statistically significant relation existed between total perception and
their presence of ongoing educational crisis management training (P =0.032*).
No statistically significant relation was found between total perception and
their gender, residence type, experience in remote learning and so with
description of internet service (P =0.052), (P =0.067), (P =0.071) and (P
=0.084) respectively.
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Relationship between demographic characteristics of the faculty of nursing
staff and their total staff preparedness toward educational crisis
management.
There was highly statistically significant relation between total staff
preparedness and their experience in educational crisis management (P
=0.005**), between total staff preparedness and educational crisis management
training (P =0.003**) and between total staff preparedness and presence of
ongoing educational crisis management training (P =0.009**). As well as
statistically significant relation existed between total staff preparedness and
having remote learning training (P =0.021*). No statistically significant
relation was found between total staff preparedness and gender, residence type,
experience in remote learning and with description of internet service (P
=0.069), (P =0.060), (P =0.057) and (P =0.061) respectively.
Part VI: Correlation between the studied variable.
There was a highly statistically significant positive correlations existed
between total health assessment and total staff perception toward the impact of
the crisis on education (p=0.000**). Furthermore, there was highly statistically
significant positive correlations between total health assessment and total staff
preparedness toward educational crisis management (p=0.000**). In addition,
there was a highly statistically significant positive correlations between total
staff perception toward the impact of the crisis on education and total staff
preparedness toward educational crisis management (p=0.001**).
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The findings of this study lead to the following recommendations:
D. Recommendations related to impact of COVID-19 on education
program:
Provide comprehensive training to faculty of nursing staff in online
teaching methods.
Develop adaptable learning models that can seamlessly transition
between in-person and online learning.
Ensure equitable access to technology for all students and address equity
and access issues.
Foster a supportive environment to help faculty of nursing staff and
students overcome the challenges posed by the pandemic.
E. Recommendations
related
to
education
crisis
management
preparedness:
Develop crisis management plan in place that outlines procedures for
responding to emergencies.
Establish a crisis management team: This team should be trained and
prepared to respond quickly and effectively to any emergency situation.
Collaborate with stakeholders including faculty of nursing staff, students
and parents to develop and implement effective strategies for managing
crisis in education.
Reviewed and updated crisis management plan regularly by faculty to
ensure that it is effective and relevant.
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F. Recommendations for future research:
Investigate the integration of technology into educational settings and its
accessibility among diverse student populations.
Adoption of innovative teaching methods and analyze their effectiveness
in engaging students and enhancing learning outcomes.
Investigate the challenges faced and the modifications made to align the
crisis management plan with evolving circumstances.