The solitary and uncertain learning process: A qualitative study of nursing students' experiences in the initial phase of the COVID-19 pandemic.

When the Coronavirus disease 2019 (COVID-19) pandemic broke out, the nursing students clinical practice period was abruptly interrupted by the lock down. The present study aimed to investigate the nursing students' learning experiences during the initial phase of the pandemic. A qualitative study was conducted investigating nursing students' written assignments (n = 48) of reflections according to their learning process. The qualitative data analysis revealed three main themes, namely the solitary and uncertain learning process; from collective learning process to digital devices; additional learning outcomes. The students' anxiety about the virus affected their motivation to study, but they also expressed enthusiasm and gratitude for having the opportunity to learn about the health system in a time of crisis. These results point towards the health care authorities can rely on nursing students' ability to take part and cover important emergency functions. The use of technology helped the students to achieve their learning objectives.

Caring, Learning and Learning Environment in the Early Stage of the Pandemic

Background: The ongoing global COVID-19 pandemic has caused different challenges in societies around the world. For educators, an increased focus on education of health personnel, defined as any form of learning and caring for students whom lockdown has sent into "home offices" and who need advice and support. Aim: To describe nursing students' experiences of their caring, learning and learning environment during the early stages of the COVID-19 pandemic. Methodology: Four nursing students in their second year of the Bachelor programme in Oslo, the capital of Norway, participated in a qualitative study in June 2020. A semi structured focus group interview was conducted, transcribed verbatim and analyzed using qualitative content analysis. Results: Three categories emerged from the analysis: Experiences of concern for the study situation, Experiences of a Changing Learning Environment, and Motivation for a Future Role as a Nurse. Conclusion: The nursing students reflected on the importance of participation and cooperation with teachers and fellow students in the ongoing digital and social learning process to reach the goal of completing a nursing education. Being included and supported by educators and fellow students in the study situation helped the students to stay on and master their educational and personal challenges.