Factors affecting the clinical learning environment of nursing students using a different clinical practice model during the COVID-19 pandemic

Abstract

AimThis study aimed to determine the factors that affected the clinical learning environment of third-year nursing students during the COVID-19 period when a different clinical practice model ('make-up practices') had to be followed.DesignThis study adopted a qualitative research design.MethodsDue to the pandemic, the clinical practices of the second-year applied courses were not performed in the nursing school where the study was conducted. Instead, only the theoretical courses were taught. The clinical practices of the third-year applied courses were thus not performed during the usual term. For this reason, the second- and third-year clinical practices that the students had to complete were carried out as 'make-up practices' at the end of the third year during the summer term. The sample of this study consisted of the 12 students who were enrolled into both the second- and third-year applied nursing courses as 'make-up practices'. In-depth semi-structured interviews were conducted. The data were analysed using content analysis.ResultsThe factors that affected the clinical learning environments of nursing students during the COVID-19 pandemic process were identified under three main themes: the effect of distance education and make-up practice, fear of infection, and supportive approaches.ConclusionIt was observed that the clinical practices conducted as make-up practices were very beneficial for students' learning, notwithstanding the many difficulties caused.Patient or Public ContributionStudents included in this study were participants during the data collection process. No patient or public contribution was involved.