The Emergence of the SAC Process of Coping and Transitioning from the Lenses of Nurse Educators

The COVID-19 Outbreak has compelled many universities and any other learning institutions to immediately switch to the online platform in the continued delivery of lessons. Pandemic Teaching has allowed many to rethink how much course content is enough to achieve course learning objectives, and to reimagine traditional assessments as new and different learning opportunities. This study explored on the lived experience of university educators as they transition from the online learning to face-to-face classes. The study utilized the phenomenology design, specifically Hermeneutic phenomenology in better understanding the meaning and experience of the participants in searching for relevant themes and engaging with the data interpretatively. Emerged from study are three major themes, namely, Theme 1. The Emerging Struggles, Theme 2. The Actualizing Anticipation, and Theme 3. The Resurfacing Contentment, which are reflective of the experiences of the participants. These emergent themes led into the development of the SAC Process of Coping and Transitioning which is a process which university nurse educators went through as they are being ushered in the so-called teaching-learning in the New Normal. This highlights the experience of university nurse educators as they went through a phase of Struggles, Anticipation and Contentment (SAC) as a process of coping and transitioning as they disembark from the online learning into a face-to-face learning in the course of the COVID-19 pandemic. This process is reflective of the insightful and meaningful journey of educators that helped in reshaping their perspectives in continually delivering quality and effective teaching-learning to their students in the new normal.