Purpose: This study aimed to explore the experiences of nursing students' therapeutic use of self in web-based psychiatric nursing practicum focusing on role-playing.Methods: The participants were 13 senior nursing students who had underwent three weeks of web-based psychiatric nursing practicum. Data were collected through in-depth video interviews, and analyzed using the grounded theory method, developed by Strauss and Corbin (1998).Results: In total, 14 categories and 29 sub-categories were generated. The central phenomenon was “hardship in the therapeutic use of self.” The action/interaction strategies were “implementation of role-playing considering therapeutic communication,” “heightened sensitivity about nursing priorities,” and “performing relearning and repetitive training”. The consequences of these action/interaction strategies went through “further development of the therapeutic use of self,” “recognizing that persistent self-reflection is required”, and that the participants “gained confidence about the therapeutic use of self.” The core category of the experience of therapeutic use of self was to “overcome hardship and confidently advance forward.” This process manifested in the stages of burden, crouching, urgency, and confidence.Conclusion: The findings suggest that more attention needs to be paid to the therapeutic relationship and the therapeutic use of self in education and research.

Purpose: The purpose of this study was to explore the self-isolation experiences of nursing students with confirmed COVID-19 infections.Methods: This study used purposive sampling. The participants were 13 nursing students who self-isolated for COVID-19. Data were collected through video conference interviews and analyzed using grounded theory methods.Results: The 14 categories that emerged were analyzed by fitting them into a paradigmatic model. The central phenomenon was “emotional challenges of self-isolation”. The action/interaction strategies were “adhering to isolation protocols and working to recover”, “using the time as an opportunity to recharge and grow”, “making up for classroom deficits”, and “envisioning a future nurse”. The core category was “focusing on what I can do now to avoid falling behind”. This process was characterized by stages of embarrassment, instability, endurance, and resilience.Conclusion: Missed classes due to self-isolation may contribute to student anxiety and depression, and educators should continue to make efforts to protect learning rights.