Health SA = SA Gesondheid · 2025
Undergraduate nursing students' post-coronavirus disease 2019 academic learning experiences at a public university in South Africa: A qualitative study.
СтатьяНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Wittenschinskey Claudine H, Ten Ham-Baloyi Wilma, Kramer Mercia
Аннотация
BACKGROUND: The coronavirus disease 2019 (COVID-19) pandemic disrupted nursing education globally, affecting theoretical instruction, clinical training and students' well-being.
AIM: To explore and describe undergraduate nursing students' academic learning experiences in the post-COVID-19 period at a South African public university.
SETTING: A public university in South Africa.
METHODS: A qualitative, exploratory-descriptive, and contextual design underpinned by Bronfenbrenner's ecological theory was applied. Twenty-nine purposively selected undergraduate nursing students participated in four face-to-face semi-structured focus group discussions facilitated by an independent fieldworker. Data were thematically analysed by an independent coder.
RESULTS: Three themes emerged. Firstly, students reported persistent challenges following the return to in-person learning, including misalignment between teaching and assessment methods, gaps in clinical exposure, and heightened mental health strain. Secondly, enablers of academic success were identified, such as self-directed learning, peer support, and personal and professional development. Thirdly, participants suggested improvements to post-pandemic learning, including curriculum reform, more flexible timetabling, and safer, better-resourced clinical placements.
CONCLUSION: The post-pandemic academic environment continues to shape nursing students' learning and well-being. While students demonstrated resilience through self-regulation and peer collaboration, institutional reforms remain essential to foster academic success and professional readiness.
CONTRIBUTION: The study provides context-specific insights into post-pandemic nursing education in South Africa and highlights the importance of responsive, student-centred strategies.
AIM: To explore and describe undergraduate nursing students' academic learning experiences in the post-COVID-19 period at a South African public university.
SETTING: A public university in South Africa.
METHODS: A qualitative, exploratory-descriptive, and contextual design underpinned by Bronfenbrenner's ecological theory was applied. Twenty-nine purposively selected undergraduate nursing students participated in four face-to-face semi-structured focus group discussions facilitated by an independent fieldworker. Data were thematically analysed by an independent coder.
RESULTS: Three themes emerged. Firstly, students reported persistent challenges following the return to in-person learning, including misalignment between teaching and assessment methods, gaps in clinical exposure, and heightened mental health strain. Secondly, enablers of academic success were identified, such as self-directed learning, peer support, and personal and professional development. Thirdly, participants suggested improvements to post-pandemic learning, including curriculum reform, more flexible timetabling, and safer, better-resourced clinical placements.
CONCLUSION: The post-pandemic academic environment continues to shape nursing students' learning and well-being. While students demonstrated resilience through self-regulation and peer collaboration, institutional reforms remain essential to foster academic success and professional readiness.
CONTRIBUTION: The study provides context-specific insights into post-pandemic nursing education in South Africa and highlights the importance of responsive, student-centred strategies.