Undergraduate nursing students' post-coronavirus disease 2019 academic learning experiences at a public university in South Africa: A qualitative study.

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.