Increased social differences, loneliness, and sleep deprivation among undergraduate nursing students in Norway, when writing their bachelor's thesis during the COVID-19 pandemic. A qualitative study.

Objectives: The outbreak of COVID-19 in 2020 resulted in closed universities, digital teaching and restricted social contact. The students may encounter psychological stress and worries about their careers ahead, and some may experience feelings of doubt and helplessness while studying. Little is known about this closure's impact on undergraduate nursing students writing their bachelor's theses. This study aimed to explore how undergraduate nursing students in Norway, writing their bachelor's theses, experienced coping with the impact of COVID-19 on their social and academic lives.

Methods: We used qualitative individual in-depth interviews, and 14 undergraduate nursing students participated. Data were analyzed using content analysis based on Brinkmann and Kvale.

Results: The analyses showed that the social restrictions demanded that the students had to cope with several challenges related to their social and academic lives. Two main categories and four subcategories emerged during the analysis. The main categories were (1) Practical challenges, with Physical restrictions and digitalisation and Circadian rhythm and sleep deprivation as subcategories and (2) Mental challenges, with the sub-categories' Social isolation and loneliness, and Motivational and emotional challenges.

Conclusion: When the universities closed, the students struggled with loneliness, sleep deprivation, keeping their routines, and being motivated to complete their bachelor's theses. The universities must develop strategies to ensure that the students receive satisfactory information, support and guidance.