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Introduction The COVID-19 pandemic affected nursing students dramatically when the clinical sites and the onsite classrooms closed to physical participation. This necessitated a move to virtual classrooms and virtual clinical experiences. Some nursing schools adopted telenursing to comply with their Board of Registered Nursing direct patient care requirements. Students value the hands-on nursing in a direct care facility and clinical instructors must replicate this in a virtual setting. This article discusses telenursing and Teach-Back processes with student active engagement that facilitates learning and meets the direct care requirement. The purpose is to share best practice ideas for clinical instructors to educate when clinical settings are unavailable. Methods This innovation includes examples from five clinical instructors when in-person clinicals were not available due to the COVID-19 pandemic. They used virtual teaching and telenursing for nursing students which complied with clinical requirements of preconference, clinical experience, and post-conference. Telenursing combines case studies or shared documents, student collaboration, and includes a patient or patient actor via telehealth. Clinical instructors present a patient history or case study and allow students time for preparation. Socratic questioning helps students focus on determining the correct questions to ask. Telenursing call to the patient and teach-back questioning validated patient learning. Following the call, the instructor leads a post-conference debrief and students independently document the call. Conclusion Five clinical instructors follow the process of pre-brief, case presentation, and debrief while students develop critical thinking, strong communication skills, documentation requirements, and utilize the nursing process of assessment, diagnosis, outcome, plan, interventions, and evaluation. Students will have future opportunities to develop hands-on skills as they return to the clinical setting.

Previous research shows that there is a correlation between attitudes and academic achievement. In this article, we analyze for the first time the impact of interactive groups (IG) and dialogic literary gatherings (DLG) on the attitudes that students show towards learning. A quantitative approach has been performed using attitude tests validated by previous research. The data suggest that in both cases, the participants show positive attitudes. The social context has an important influence on students' attitudes. The items with higher correlations include group work, mutual support, and distributed cognition. In the case of IGs, group work is much more appreciated, while in the case of DLGs, self-image and self-confidence are the two most clearly valued attitudes. The positive impact of IGs and DLGs on students' attitudes may have potential for teachers in transforming their practices and decision-making within the classroom.