Factors Affecting the Clinical Learning Environment of Nursing Students Using a Different Clinical Practice Model During the COVID-19 Pandemic.

Abstract

Aim: This 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.

Design: This study adopted a qualitative research design.

Methods: Due 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.

Results: The 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.

Conclusion: It 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 contribution: Students included in this study were participants during the data collection process. No patient or public contribution was involved.