Online learning challenges as experienced by nursing students during the COVID-19 pandemic at a higher education institution in Gauteng, South Africa.

Abstract

Aim: To explore and describe challenges experienced by nursing students in online learning during the COVID-19 pandemic at a higher education institution in Gauteng, South Africa.

Background: COVID-19 pandemic disrupted nursing education in South African Higher Education Institutions (HEIs). Learning had to shift to online, which posed challenges for some nursing students, such as poor internet connectivity related to power outages. Gaining insight into these challenges is crucial to improving online nursing education.

Methods: The study utilised a qualitative, exploratory, descriptive, and contextual design with a phenomenological approach. The study setting was at a particular HEI in Gauteng, South Africa. Data was collected through unstructured, face-to-face, and virtual interviews with nursing students selected using non-probability purposive sampling. BCur Ed et Admin nursing students were interviewed until data saturation was reached on the 10th participant. The five-step Giorgi's descriptive phenomenology method was used for data analysis.

Findings: A total of 10 nursing students were interviewed. Analysis revealed that nursing students experienced challenges expressed in four themes: unpreparedness, lack of resources, connectivity issues and digital skills insufficiency.

Conclusions: These findings contribute to improving online nursing programs during pandemics by providing insight into students' challenges.

Implications for an international audience: This study is significant to the global community as it highlights challenges faced in online nursing education, especially in developing countries. Understanding these challenges is crucial to developing strategies and implementing effective online learning in nursing education.