Nursing student challenges during the COVID-19 pandemic from 2020 to 2021: A thematic analysis

Clinical placement education during the coronavirus disease 2019 pandemic shapes new nurses: A qualitative study

“…This study contributes to the existing knowledge on transition-related challenges amongst newly qualified nurses by providing new insights on the transition from student to newly qualified nurses during the coronavirus disease 2019 pandemic. It answers the call of the current literature for research and knowledge on transition-related challenges to improve nursing preparedness during extreme conditions ( Palese et al., 2022 ; Liesveld et al., 2023 ). Furthermore, this might contribute to improving the retention of newly qualified nurses, which is a vital part of the nursing profession ( WHO, 2020 ; Matlhaba and Khunou, 2022 ).…”

“…Instead of providing direct patient care and attending to diverse clinical placement situations, many nursing programmes found alternative solutions, such as digital- and simulation-based education ( Palese et al., 2022 ; Chinwendu et al., 2021 ; El Hussein et al., 2023 ; Egilsdottir et al., 2022 ) to ensure that students received alternative clinical placement hours to be able to graduate and become registered nurses ( Dziurka et al., 2022 ; Fogg et al., 2020 ; Thirsk et al., 2022 ; Utli and Yurt, 2022 ). In the Norwegian context, as in other countries ( Palese et al., 2022 ; Smith et al., 2021 ; Thirsk et al., 2022 ; Liesveld et al., 2023 ), national guidelines ( KUD, 2020 ) recommend that students should not be penalised or have their progress in their clinical placement education delayed due to restrictions or limitations on clinical placement hours. However, the disruptions in traditional clinical placement hours caused by the coronavirus disease 2019 pandemic resulted in many student nurses with less experience and hands-on training opportunities than previous generations of newly qualified nurses ( Palese et al., 2022 ; Luo et al., 2023 ; El Hussein et al., 2023 ; Godbold et al., 2021 ).…”

Nursing students’ learning strategies for e-learning during the Covid-19 pandemic: A qualitative study

“…Moradi et al (2022) in their qualitative study, for example, reported the following as the main challenges that nursing students and professors went through in this respect: lack of necessary infrastructure for elearning, insu cient facilities and equipment, nancial problems, professors' unpreparedness to use elearning, reluctance of students and professors to use e-learning, and the professors' insu cient adherence to e-learning (4). In addition, increased workload, anxiety, being away from the clinical environment, insu cient communication and interactions between students and professors, problems related to educational content, super cial learning, and inability to develop critical thinking are other problems of students in e-learning during the pandemic (3,5). In the face of the challenges, the students were urged to adopt strategies to facilitate their learning (6).…”

Nursing students’ learning strategies for e-learning during the Covid-19 pandemic in Iran: a qualitative study

“…Moradi et al (2022) in their qualitative study, for example, reported the following as the main challenges that nursing students and professors went through in this respect: lack of necessary infrastructure for e-learning, insufficient facilities and equipment, financial problems, professors’ unpreparedness to use e-learning, reluctance of students and professors to use e-learning, and the professors’ insufficient adherence to e-learning [ 3 ]. In addition, increased workload, anxiety, being away from the clinical environment, insufficient communication and interactions between students and professors, problems related to educational content, superficial learning, and inability to develop critical thinking have been cited as other problems of students in e-learning during the pandemic [ 2 , 4 ]. Therefore, in the face of these challenges, the students were urged to adopt certain strategies to facilitate their learning [ 5 ].…”