Abstract:
The World Health Organization says that 21st-century global trends require that traditional and
conservative approaches to health care delivery including its mode of education be seriously reconsidered if
health global needs are to be met. Moreover, educational institutions are sources of growth, development,
and innovation. The emergence of the unprecedented novel coronavirus in 2019 and its related measures
to contain its global spread resulted in lockdowns in South Africa, affecting education across all levels when
innovative measures were employed. In the nursing profession, the pinch of such lockdowns affected Nursing
Education Institutions in various ways due to the emergency shift from physical contact to virtual teaching
and learning. In the event of the COVID-19 pandemic, most countries were on national lockdown for more
than a month thus affecting teaching and learning. The emergency shift to online teaching and learning was
applied across all disciplines to preserve the academic calendar. The aim of this paper is to present a desktop
literature review to highlight the implications and the effect of the emergency shift from face-to-face to online
teaching and learning among poorly resourced institutions offering nursing programmes in South Africa. Its
main objective is to analyse the position of Nursing Education Institutions and their readiness to use virtual
teaching and learning platforms in order to achieve its throughput in students’ course completion which feeds
into the nursing human resources of the country. A systematic literature review from indexed journals, professional
organisations, books, and reports on Google Scholar, departmental websites, and electronic libraries
will be engaged to draw arguments, analysis, conclusions, and recommendations. The paper also presents the
implications of delayed course completion on student nurses, the general public health consumers, and the
health system of the country. The conclusions drawn are that the Nursing Colleges in South Africa are generally
under-resourced and not ready for online teaching