Aim: The primary purposes of the study were to describe nurse faculty administrators' experiences of rapid transition and disruption in nursing education during the COVID-19 pandemic.
Background: The disruption and shift to remote learning for nursing education programs posed challenges for these administrators.
Method: A descriptive survey methodology with a convenience sample was used with the Four Cs of Disaster Partnering framework.
Results: The findings revealed that key elements of the Four Cs framework played a role in the successful adaptation to new learning environment realities. Time was an overarching finding. Connectedness with faculty, staff, and students was a significant challenge.
Conclusion: The application of the Four Cs of Disaster Partnering framework demonstrated utility for examining academic nurse administrators' preparedness.
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