Editorial: Resilience and transformation in and beyond the COVID-19 pandemic

Abstract

In the first part of this COVID special issue (Bartlett et al., 2021), we set out to capture and explore some of the learning and experience gained during the early disruption to practice-based learning caused by the
pandemic. This was partly to consider how educators and learners adapted to the sudden changes brought about by the pandemic and partly to explore how these changes might influence future practice. Even leaving the pandemic to one side, practice learning was ripe for enhancement, making use of the technologies and innovations that permeate current practice in education. We also wanted to note and to celebrate the creativity and courage of colleagues who rapidly changed their longstanding practice to
adapt to the new situation to keep education and clinical practice going. Many of the articles in the first part of the special issue describe rapid and effective collaboration between various groups and the crucial importance of this in maintaining learning and service delivery. In this second part, these themes continue and again we celebrate all the remarkable work that has been done.

Rights

© 2022 Maggie Bartlett, Stella Howden, Alison Jones, Linda Martindale. This Open Access article is distributed under the terms of the Creative Commons Attribution Attribution-Non-Commercial No Derivatives 4.0 International License (https://creativecommons.org/licenses/by-nc-nd/4.0/ ), which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited and is unaltered.

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DOI

https://doi.org/10.18552/ijpblhsc.v10i1.896

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https://discovery.dundee.ac.uk/en/publications/0ce7c8a1-335f-4d38-904c-cce81d83c25f