The effect of inadequately conducted compulsory distance education on the professional identity development process from nursing students' perspective: A phenomenological qualitative study.

Abstract

PURPOSE This study was conducted to explore the effect of inadequately conducted compulsory distance education on the professional identity (PI) development process from nursing students' perspective. DESIGN AND METHODS The study used a qualitative design based on Heidegger's hermeneutic phenomenological approach. The data were analyzed by using Van Manen's thematic analysis. RESULTS The themes of the study were: (1) an inadequate, compulsory, uncertain, and difficult experience, (2) negative impact on PI development. PRACTICE IMPLICATIONS It is important for educators to realize that the PI development of nursing students is affected during the distance education process. In this context, students can be included in clinical practice in small groups before graduation in addition to online learning in terms of PI development.