Graduate nursing student stressors during the COVID-19 pandemic

One size does not fit all: the multifaceted impact of COVID-19 on graduate-level behavioral health professions students

Objective: Better understanding how behavioral health professions students were impacted by COVID-19 can help educators inform their education practices. Participants: The present study examined the impact of COVID-19 among n = 83 students enrolled in two universities across five graduate-level behavioral health training programs - clinical mental health counseling, marriage and family therapy, psychiatric nursing, and social work. Method: Participants completed the Epidemic-Pandemic Impacts Inventory (EPII), and descriptive statistics were examined. Results: On average, fourteen life issues were impacted negatively by COVID-19. The most reported negative impacts of COVID-19 were more time on screens/devices, canceling/restricting family celebrations, and canceling planned travel. Participants also endorsed positive impacts of COVID-19, including increased appreciation for, and more attention paid to, personal health. Conclusions: Students have been impacted by COVID-19 both negatively and positively. Educators need to be mindful of the multifaceted impacts and continue to adjust their training considerations to adapt as needed.

Student nurses' perspective on readiness for clinical practice post-COVID-19 in South Africa

Background

The clinical learning environment (CLE) provides student nurses with practical experience and skill development. However, COVID-19 restrictions have raised concerns about their readiness for clinical practice.

Aim

This study examined student nurses' readiness for clinical practice post-COVID-19 at two nursing institutions in South Africa.

Setting

The study was conducted with student nurses from two selected nursing education institutions in two South African provinces.

Methods

A qualitative, explorative, and descriptive approach was used to gather perspectives from 3rd- and 4th-year student nurses. Two focus groups were conducted at each institution, achieving data saturation with 31 participants. The data was audio recorded with their consent. Using Braun and Clarke's framework, descriptive thematic analysis was employed.

Results

The study identified two main themes: (1) Positive perspectives: Adaptation and Open-mindedness, and (2) Negative perspectives: Intimidation and Strained Relationships.

Conclusion

Participants emphasised the necessity for adaptation and innovation during the pandemic. Although intimidation and strained relationships impacted their confidence, these challenges also promoted personal growth and development. Student nurses demonstrated significant adaptability and openness to innovation, which enhanced their learning and readiness for clinical practice (RtCP) post-COVID-19.

Contribution

Despite facing intimidation and strained relationships, these experiences fostered both personal and professional growth, improving employability. The study underscores the critical role of adaptability and innovation in nursing education, particularly in the post-COVID-19 context. Mentorship and supportive environments can mitigate intimidation and strained relationships, thereby boosting confidence and autonomy, and resulting in more competent nursing professionals.

Educational Challenges for Post-Graduate Nursing Students Throughout the COVID-19 Pandemic: A Scoping Review

The COVID-19 pandemic had immediate impact on nursing students enrolled in postgraduate and post-registration nursing courses. Some students were required to undertake additional clinical hours and place their studies on hold, while others had clinical experiences and face-to-face classes suspended, with online learning modes quickly mobilized. While there have been many reports on the impact and experience of these changes on undergraduate students, limited reports have focused on challenges for nursing students who were registered for practice following completion of their undergraduate studies, and were enrolled in higher degree, postgraduate education programs. A scoping review was conducted to examine the literature reporting on education changes and challenges that occurred during the COVID-19 pandemic, with specific focus on the postgraduate student learning experience. The review followed reporting guidance by PRISMA-ScR and was underpinned by JBI methods. Seven databases were searched for relevant citations, published in any language, between 2019 and 2022. A protocol was registered on Open Science Framework. From 4207 citations retrieved, 14 studies were included focusing specifically on postgraduate student experiences and/or impact following curriculum changes from the pandemic. These studies included 2476 graduate students across various courses. Findings included mixed responses to e-learning and changes in clinical environments, and with additional concerns such as financial stress, mental health needs and basic food needs reported. Inequity in resources and training was also highlighted. The few studies found to focus specifically on this cohort is a notable finding and highlights a need for further research specific to post-graduate nursing students' educational needs.

Comparative analysis of newly graduated nurse support through periods of turmoil: lessons learnt for building a future workforce for uncertain times

AIM

To compare newly graduated nurse retention and employment experiences across two distinct graduate nurse programs through periods of health care delivery stability and instability.

BACKGROUND

A global nursing workforce shortage, coupled with increasing demands on health services, requires a specific focus on building capability and improved retention of nurses. The graduate nurse cohort is a critical supply source that potentially can be harnessed if their needs are better understood.

DESIGN

A longitudinal (2015-2023) cross-sectional design was used to examine retention and experiences of newly graduated nurses from two ('traditional, unit-based' versus 'mobile') supported programs.

METHODS

Retention rates were obtained through analysis of employment databases. Descriptive data on impressions and experiences was collected at two time points via a short series of questions contained in a survey, from graduate nurses who remained in employment.

RESULTS

Retention rates for graduate nurses were high (85%) during periods of stability, but even higher for the 'mobile' graduate nurse program. Both programs were adversely affected by instability however, the impact was substantial (around 50%) for the peak period of instability (2020) in the 'mobile' program. Survey data indicated that during the period of instability graduate nurses in traditional, unit-based programs had a more positive experience when compared with graduate nurses participating in the 'mobile' program; This contrasts with the period of stability, where graduate nurses in the 'mobile' program indicated more positive responses.

DISCUSSION

Findings re-emphasise the importance of supportive structures for newly graduated nurses as effective in retaining these staff. However, for the first time, evidence is provided that 'mobility', diversity, and difference can be viewed positively by graduate nurses. Furthermore, it provides improved understanding about mechanisms, support and boundaries, all interrelating factors, in 'stretching' capacity of graduate nurses.

CONCLUSION

Longitudinal analysis of graduate nurses, participating in two diverse programs, through periods of stability and instability offers insights into their challenges and outcomes. These insights can directly inform targeted strategies for inclusion in supported programs that lead to improved graduate nurse retention and contribute to building an agile nursing workforce.

Work-life balance and online student engagement among registered nurses enrolled in online graduate nursing education: a mixed methods study

BACKGROUND

There is a growing number of online nursing graduate degree programs to address the professional development needs of working nurses. Work-related antecedents of online student engagement in graduate nursing studies are under-explored in the literature.

AIM

The aim of the study is to examine the relationship among demographic and work characteristics, work-life balance (WLB), and online student engagement (OSE) among registered nurses enrolled in online graduate studies.

METHODS

This study design is convergent-parallel mixed methods, utilizing a survey approach to collect both quantitative and qualitative data. The target population is students of an online Master of Arts in Nursing program at a university in Cabanatuan City, Philippines. Respondents were recruited via email. Google Forms were used for data collection. Non-parametric, inferential statistical tests were used to examine relationships among variables. Inductive qualitative content analysis was used to draw insights from open-ended responses.

RESULTS

A total of 173 graduate students responded to the survey. Quantitative results indicate high levels of WLB (Mdn = 4.8, IQR = 1.5) and OSE (Mdn = 3.7-4.0, IQR = 0.5-1.0). WLB was significantly lower among females (U = 3297.5, p < 0.01). Emotion OSE was significantly higher for respondents with managerial positions (U = 2987.5, p < 0.05). WLB had significant low to moderate positive correlations with the domains of OSE (r = 0.22 to 0.32, p < 0.01). Qualitative findings reveal various appraisals of online learning and factors influencing work-life-study balance, such as work, personal life, and school.

CONCLUSION

Work-life balance facilitates better online student engagement among graduate nursing students and is influenced by time management, work (i.e. job environment and stressors), personal (i.e. home life and leisure activities), and university factors (i.e. curriculum, modality, and professors).

IMPACT STATEMENT

Empirical evidence on the link between WLB and OSE can inform graduate nursing academics in developing initiatives to ensure the timely completion of the degree program.

Using Caring Theory to Guide Application of Psychological PPE to Support Graduate Nurse Wellbeing in a Pandemic and Beyond

The COVID-19 pandemic disrupted lives worldwide, including students pursuing secondary education. This disruption caused increased worry, anxiety, and overall stress in students. Graduate-level nursing students also not only experienced stress related to educational disruptions but also due to work and home life upheaval as well. Faculty were challenged to support students in reducing educational stress and anxiety. While the Institute for Healthcare Improvement introduced the concept of 'Psychological Personal Protective Equipment' (PPE) to support the mental well-being of healthcare workers, this article explores how faculty implemented psychological PPE in graduate-level education using Swanson's Theory of Caring as the theoretical framework during the pandemic and how these constructs can continue to support student wellbeing in today's challenging environment.

Nursing Education During the SARS-COVID-19 Pandemic: The Implementation of Information and Communication Technologies (ICT)

In the pandemic, nursing programs found a way to continue the training process through virtual classrooms and technological tools to support the teaching and learning process. The aim of the present research was to analyze the existing literature on the methodologies and technologies used in nursing education during the pandemic. Methods and results, in this context, were integrative review of the literature through the SciELO, PubMed, CUIDEN, Scopus, Web of Science, CINAHL (EBSCO), Redalyc, and Dialnet databases, by running a search on the use of the keywords "nursing students," "new technology," and "pandemic," for literature published between 2020 and 2022. As a search strategy, the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) flowchart was used. Finally, the virtualization of nursing teaching has been positive in giving continuity to the training process, and student learning has been verified. However, there is evidence that some actions and skills are not possible at the moment with the available methodologies and tools and still require attendance for some practical activities.

An Integrative Review of Response Rates in Nursing Research Utilizing Online Surveys

BACKGROUND

Online surveys in nursing research have both advantages and disadvantages. Reaching a sample and attaining an appropriate response rate is an ongoing challenge and necessitates careful consideration when designing a nursing research study using an online survey approach.

OBJECTIVE

In this study, we aimed to explore response rates and survey characteristics of studies by nurse researchers that used online methodologies to survey nurses, nursing students, and nursing faculty.

METHODS

We conducted an integrative review of research studies that used online surveys for data collection published from 2011 to 2021. We examined response rates and survey characteristics such as recruitment method, use of incentives, question type, length of survey, time to complete the survey, and use of reminders.

RESULTS

Our review included 51 studies published by nurses with target samples of nurses, nursing students, or nursing faculty. Study sample sizes ranged from 48 to 29,283, the number of respondents ranged from 29 to 3,607, and the response rates ranged from 3.4% to 98%, with an average of 42.46%. Few patterns emerged regarding recruitment or other factors to enhance response rates; only five studies used incentives.

CONCLUSION

Response rates to online surveys are unlikely to reach the rates seen in older mailed surveys. Researchers need to design online survey studies to be easily accessible, concise, and appealing to participants.

Repercussions of the COVID-19 pandemic on Nursing training: A Scoping Review

to map the knowledge produced about the repercussions imposed by the COVID-19 pandemic on Nursing training. this is a Scoping Review, guided by the recommendations set forth in the Joanna Briggs Institute Reviewer's Manual and carried out in 15 electronic databases and theses and dissertations repositories. The protocol was registered at the Open Science Framework. The data were analyzed and synthesized into two pre-established analysis categories: positive and negative repercussions; and descriptive statistics. 33 publications identified, the most cited positive aspects were the development of new teaching strategies adapted to the virtual environment and the training of future professionals in clinical practice in the context of a health crisis. The negative repercussions are related to psychological issues such as increase in the cases of anxiety, stress and loneliness among the students. the diverse evidence suggests that remote teaching was a timely emergency way out for the continuity of academic training; however, this educational modality presented positive and negative aspects that need to be rethought for a better systematization of teaching-learning in other contexts that resemble the COVID-19 pandemic.

The relationship between faculty interactions, sense of belonging, and academic stress: a comparative study of the post-COVID-19 college life of Korean and international graduate students in South Korea

Objective

Rapid changes in post-COVID-19 higher education have increased students' academic stress. This study focused on graduate students' academic stress in South Korea and compared the results for Korean graduate students and those for international graduate students.

Method

Using the online survey results, the study verified the relationships between faculty interactions, a sense of belonging, and academic stress among Korean and international graduate students using a mediating effects analysis and a multigroup path analysis.

Results

The results were as follows. First, Korean students experienced greater academic stress, faculty interactions, and a sense of belonging, but no statistically significant difference was observed. Second, a sense of belonging had a mediating effect on the relationship between faculty interactions and academic stress. Unlike in previous studies, all paths were found to be statistically significant. Faculty interactions had a negative effect on academic stress and a positive effect on a sense of belonging. A sense of belonging had a negative effect on academic stress. Third, the comparison of Korean and international graduate students showed that international students had a greater effect of faculty interactions on academic stress.

Conclusion

Through these results, we explored the post-COVID-19 academic lives of Korean and international graduate students in South Korea and built grounds for effective interventions for alleviating academic stress.

The academic stress and subjective well-being of graduate nursing students: The mediating role of resilience

AIM

To investigate the levels of subjective well-being in graduate nursing students, explore the impact of academic stress and resilience on subjective well-being, and examine the mediation effect of resilience on the relationship between academic stress and subjective well-being among graduate nursing students.

BACKGROUND

Few studies explore the impact of academic stress and resilience on subjective well-being among graduate nursing students. Understanding the status of subjective well-being and associated factors in graduate nursing students will enable the development of tailored interventions to improve their well-being and academic achievements during graduation education.

DESIGN

A cross-sectional design.

METHODS

Graduate nursing students were recruited by social media between April 2021 and October 2021, in China. Subjective well-being was measured using the General Well-Being Schedule, resilience by the Connor-Davidson Resilience Scale, and academic stress through the Questionnaire of Assessing Academic Stress for graduate nursing students. Structural equation modelling was used to test the relationship among academic stress, resilience and subjective well-being.

FINDINGS

The mean score of subjective well-being for graduate nursing students was 76.37. The proposed model revealed a satisfied fit with the data. Academic stress and resilience were significantly related to subjective well-being in graduate nursing students. Resilience partially mediated the relationship between academic stress and subjective well-being, and the mediation effect accounted for 20.9% of the total effect of academic stress on the subjective well-being.

CONCLUSION

Academic stress and resilience affected subjective well-being in graduate nursing students, while resilience partially mediated the relationship between academic stress and the subjective well-being.

NO PATIENT OR PUBLIC CONTRIBUTION

This study did not involve patients, service users, caregivers or members of the public.

Academic stress, COVID-19 anxiety, and quality of life among nursing students: The mediating role of resilience

AIM

This study investigated the mediating role of resilience in the relationship between academic stress, COVID-19 anxiety, and quality of life (QoL) among Filipino nursing students during the COVID-19 pandemic.

BACKGROUND

The COVID-19 pandemic has impacted the QoL of nursing students who are experiencing mental health issues. The mediating role of resilience in mitigating the effects of academic stress and COVID-19 anxiety on nursing students' QoL remains understudied.

METHODS

This study employed a correlational cross-sectional design, with a convenience sample of 611 Filipino nursing students. Data were collected using the scales Connor and Davidson Resilience, Brunnsviken Brief Quality of Life, COVID-19 Anxiety, and Perception of Academic Stress and analyzed using Pearson's r, bivariate analysis, and multistage regression analyses.

RESULTS

Academic stress and COVID-19 anxiety negatively correlated with QoL and resilience. Resilience was positively associated with QoL and reduced the effect of academic stress on QoL, indicating that resilience is a crucial mediating variable between academic stress and QoL. Finally, resilience had a significant mediating influence on QoL, as evidenced by a reduction in the effect of COVID-19 anxiety on QoL among nursing students.

CONCLUSIONS

Filipino nursing students' QoL was affected by academic stress and COVID-19-related anxiety. However, resilience mediated this impact, preserving QoL.

IMPLICATIONS FOR NURSING AND HEALTH POLICY

Nursing colleges and affiliated hospitals must collaborate to monitor academic stress and pandemic-related anxiety. Nursing students should be provided with programs such as seminars and team-building activities to enhance their resilience.

Comparing satisfaction and outcomes in on-campus versus virtual education for nurse practitioner students

ABSTRACT

This article highlights the development and implementation of interactive training experiences for graduate nursing students as part of specialty training in endocrinology. Emphasis was placed on accomplishing the shift from on-campus to virtual training while maintaining fidelity and student satisfaction. A total of 106 graduate nursing students from five cohorts submitted evaluations. Student satisfaction remained high regardless of whether the content was delivered in person or virtually. Most students in the virtual cohorts evaluated the online training positively. Student presentation grades were highest with on-campus delivery. Transitioning in-person training to a virtual environment can be an effective method of delivering nurse practitioner education while promoting student satisfaction. Recommendations for optimizing hybrid learning experiences are offered based on adult learning principles.

Integration of e-learning approaches in a post-pandemic learning environment - Norwegian nursing students' recommendations from an action research study

The covid-19 pandemic has profoundly led to changes in use of digital platforms, online teaching, and e-learning strategies. The aim of the present study was to examine how future pedagogical approaches can promote constructive learning environments and facilitate nursing students learning processes in future post-pandemic scenarios based on an action research study, which were conducted through several steps from January 2021 through January 2022 in a Bachelor of Nursing program at UiT the Arctic University of Norway. Students from the 2020 enrollment were invited to focus group interviews in March 2021. The interviews were transcribed, and content analyzed, resulting in concrete advice, which were implemented for the next enrollment. Students from the 2021 enrollment were invited to similar focus groups, resulting in refined advice, which will be presented. The pandemic situation resulted in extensive use of digital platforms for the 2020 enrollment. Students from this cohort described shock and disappointment connected to their study start. They expected a new life, meeting new friends and to develop a student identity, but their expectations were broken. The loss of social connections led to isolation and a weak link to the program and to the nursing profession. They recommended integrated training of theoretical and practical skills in small groups combined with short, well-prepared digital lectures equivalent to "flipped classroom" approaches. Implementing their advice, the 2021 enrollment's experience became different. This group was prepared for extensive use of digital platforms and gave future advise on increased flexibility and balance between the various learning activities centered around the clinical sessions. Based on these experiences during the pandemic, we suggest that digital platforms and e-learning strategies facilitate nursing students learning in combination with active and social learning environments.

The Experience of Working Nurses Attending Graduate School During COVID-19: A Hermeneutic Phenomenology Study

Introduction

There has been unprecedented uncertainty involved in the COVID-19 pandemic, especially for working nurses. Nurses working while attending graduate school faced additional unique challenges including working extended hours while also home-schooling young children, managing a family life while also navigating pandemic-related changes affecting students' educational paths.

Objectives

The purpose of this study was to explore the lived experiences of working nurses attending graduate school during the COVID-19 pandemic. The central research question was: What is the lived experience of working nurses attending graduate school during COVID-19?

Methods

The exploration of the lived experience of working nurses attending graduate school during a pandemic required a research methodology delving into the meaning of lived experience as it has been lived, temporally, and contextually (during a pandemic). Qualitative hermeneutic phenomenology was used to explore the meaning of lived experience from an interpretational stance.

Results

The overall meaning of the experience was a paradigm shift of existence across the three realms of work, home, and school. The themes associated with the shift were rapid change, uncertainty, fear, and support persons. Stress was a resulting overarching theme.

Conclusions

To support working nurses further their education during times of crisis, nurse leaders and educators should put processes in place to mitigate change and stress through strategic communication and supportive work environments.

Clinical nursing education during the COVID-19 pandemic: perspectives of students and clinical educators

Background

The outbreak of the COVID-19 pandemic has thus far disrupted clinical nursing education (CNE) around the world and in Iran; which has encountered numerous challenges to this point for students and clinical educators. Therefore, this qualitative study was conducted to identify the perspectives of nursing students and clinical educators during the COVID-19 pandemic.

Methods

In this qualitative descriptive study, 15 participants, including nursing students and clinical educators, were selected through the purposive sampling method. The data were collected from March to September 2021 in nursing school through in-depth semi-structured interviews, and then analyzed based on the Graneheim and Lundman method.

Results

Two main themes, “CNE in the shadows of threats and opportunities” and “CNE recovery” and five themes (Injured CNE, CNE under fear, Lessons from the COVID-19 crisis, Providing optimal CNE by eradicating COVID-19, and Adapting CNE to existing conditions) were extracted from the data analysis.

Conclusions

The results of this qualitative study demonstrated that the COVID-19 pandemic had led the participants to experience new conditions, also referred to as “combined threats and opportunities”. Based on this, nursing managers and planners are advised to take great steps towards the development and improvement of CNE by considering and applying these results in their plans to overcome the challenge of CNE with effective and useful actions in the COVID-19 pandemic.

Moderating Role of Coping Style on the Relationship between Stress and Psychological Well-Being in Hong Kong Nursing Students

AIMS AND OBJECTIVES

To examine whether coping styles moderate the influence of stressors and psychological well-being in Hong Kong nursing students.

BACKGROUND

Stress could contribute to psychological distress in nursing students. Coping strategies are essential to mitigate psychological distress. So far, the moderating effects of coping between stressors and psychological well-being has not been thoroughly investigated.

DESIGN

This is a cross-sectional study conducted at four higher education institutions in Hong Kong.

METHODS

We recruited a convenience sample of 293 nursing students in February 2018. The Stressors in Nursing Students Scale-Chinese version (SINS-CN), Brief Cope Inventory-Chinese version (Brief COPE-C), and the Chinese version of the General Health Questionnaire-12 (C-GHQ-12) were used to measure the stressors, coping styles, and psychological well-being, respectively. Three multiple hierarchical linear regression models were used to identify the associations between the variables.

RESULTS

The stressors related to clinical learning, confidence, and personal problems were significant in explaining the psychological well-being. The coping strategies also predicted the psychological well-being and explained 44.5% of the variance. The coping strategy-accommodation-moderated the relationship between personal problems and psychological well-being.

CONCLUSION

Problem-solving and accommodation types of coping were adaptive to stress and effective in promoting psychological well-being. However, using accommodation to cope with stressors related to personal problems will exacerbate the negative effects of the personal problems on the psychological well-being.

RELEVANCE TO CLINICAL PRACTICE

This study reveals the relationships between stressors, coping, and psychological well-being. Nurse educators must be aware of nursing student coping styles so they may devise strategies to promote effective coping to reduce the psychological distress among nursing students.

The Sources of Research Self-Efficacy in Postgraduate Nursing Students: A Qualitative Study

Postgraduate students are required to undertake a series of research assignments. Research self-efficacy is regarded as the sense of faith in their ability to accomplish research tasks. However, it is unclear how research self-efficacy plays a role in second-year nursing postgraduate students who have been enrolled for a period of time and have not yet met graduation requirements. This study aims to explore the sources of second-year nursing postgraduate students’ research self-efficacy in response to research tasks. A descriptive phenomenological approach was used in this study. A total of 13 second-year nursing postgraduate students participated in semi-structured interviews using a purposive sampling method. Content analysis was applied to analyze the interview data after verbatim transcription. Participants stated that they had gained a great deal of support but were somewhat less confident. Three themes were refined: (a) intrinsic sources of research self-efficacy (differences in cognitive ability, internal driving force, with successful experience), (b) extrinsic sources of research self-efficacy (family support, peer support, mentor support), and (c) unmet support may cause low self-confidence (inadequate self-support, inadequate extrinsic-support, lack of motivation from successful experiences). The postgraduate students in this study accepted the objectives of the master’s training and actively practiced research exploration. They were motivated to persevere through their internal and external support, albeit with some negative aspects that deserve our attention. Interventions for postgraduate students’ cognitive awareness, constant support during their postgraduate career, and finally, guiding summaries may have a positive impact on their self-efficacy.

Dietetics Students' Perceptions of Academic and Health Impacts of the COVID-19 Pandemic

This study examined dietetics students' perceptions of coronavirus disease-2019 (COVID-19) pandemic impacts on academics and mental and physical health. Data were collected via a cross-sectional online survey in February to March 2021 from undergraduate dietetics students across the United States. Among the 526 students who participated, during the fall 2020 semester, 87% experienced increased stress, 64% reported mental health concerns, and 32% reported disordered eating. Sixty-two percent agreed their program met educational needs; however, 62% also agreed COVID-19 negatively impacted the quality of education and 49% agreed to learning less than normal. Pandemic impacts are critical to consider as students enter dietetic internships and start careers.

Nursing Students' Dissatisfaction With Course Organization and Student Engagement in Remote Learning 1 Year Post-COVID-19 Restrictions

BACKGROUND

Undergraduate and doctoral nursing students enrolled in face-to-face (F2F) learning transitioned abruptly to remote learning in March 2020. Few studies have focused on these nursing students' satisfaction with remote learning a year after the unplanned transition.

PURPOSE

Undergraduate and doctoral students' satisfaction with remote and F2F learning regarding course organization and student engagement were examined.

METHODS

A cross-sectional descriptive study was conducted among 522 nursing students at a research intensive university in the eastern United States. Survey data were analyzed with an analysis of variance to compare students' remote and F2F learning satisfaction within the undergraduate and doctoral programs.

RESULTS

Results indicated that nursing students who enrolled in F2F learning preferred F2F to remote learning (P < .001). Differences in satisfaction existed among programs (P = .035) and among undergraduate class levels (P < .001).

CONCLUSION

It is essential to learn why nursing students were dissatisfied with remote learning to improve these types of learning experiences in the future.

Student Interviews Exploring the Influence of the Coronavirus Pandemic on Graduate Nursing Education

Introduction

Advanced practice nurses are needed to fill the primary healthcare gap in the United States. Advanced practice/graduate nursing students were profoundly affected by the coronavirus pandemic in ways that may impact their educational experience.

Objective

The objective of this study was to explore the influence of the coronavirus pandemic on the educational experience of graduate nursing students.

Methods

An exploratory descriptive qualitative study using semistructured video conferencing interviews of 11 graduate nursing students at one university in the United States was conducted during July 2020. Data were explored using theme analysis.

Results

Four themes expressing the pandemic's impact on graduate student experience were identified: Alteration in human connections; Agility in action; Collaborative construction of change; and Metamorphosis emerging from disruption. The pandemic brought an alteration in how students connected with faculty, other students, and family. Many faculty and students responded with agility to the new mandates for social distancing. The students and faculty worked together to construct changes needed to provide the students with the required components of graduate education. These factors together created a metamorphosis in the functioning of the institution, breaking through hierarchical barriers in academia.

Conclusion

The disruption in graduate nursing education due to the pandemic led to opportunities, including swift faculty innovation, a collaborative spirit between faculty and students, and new appreciation for connections with faculty and fellow students. Continuing intentional implementation of these opportunities would benefit students' experiences moving forward.