Educational setbacks and psycho-emotional effects of the Covid-19 pandemic during clinical education of undergraduate nursing students, South-Africa

Abstract

The pandemic has presented unprecedented challenges to healthcare and nursing education. Clinical exposure provides students the opportunity to acquire knowledge and prepare for their professional responsibilities. A high-quality, safe clinical learning environment is essential for fostering students' professional and academic development, which has been adversely affected by the global pandemic. To investigate the educational challenges and psycho-emotional impacts of the pandemic on the clinical teaching of undergraduate nursing students at a university in Gauteng, South Africa. A qualitative exploratory and descriptive technique was employed, utilising semi-structured face-to-face interviews that were audio recorded. Purposive sampling was utilised, and 25 persons expressed interest in participating; however, data saturation was achieved with 15 participants. Participation was voluntary, and participants' information was maintained in a confidential and private manner.  Thematic data analysis was conducted, revealing themes related to educational setbacks necessitating adjustments, including hybrid learning as an alternative clinical teaching and learning method, simulation as an alternative clinical teaching and learning method, extension of training, absenteeism from clinical areas, and NEI unpreparedness for the pandemic. The categories of Reluctance at clinical settings, Anxiety and Fear, Stress, Regret, and Loss of Hope constituted the theme of Psycho-emotional consequences. This research indicated that undergraduate nursing students encountered considerable educational challenges and psychological distress during clinical instruction amid the epidemic. Consequently, it is essential to raise awareness that NEIs should be better equipped for pandemics of this sort. It required all stakeholders to evaluate and formulate strategies for professional nursing education during pandemics in conjunction with students.

Keywords: {'name': 'Clinical Education, Educational Setbacks, Pandemic, Psycho-Emotional Effects, Undergraduate Nursing Students'}

Authors & affiliations

Viviane Ngomane
MCUR

Hildeguard Jo-Anne Vink
Sefako Makgatho Health Sciences University

Rirhandzu Friddah Mathevula
Sefako Makgatho Health Sciences University

Deposited references

Supplied references, not a list of publications citing this article.

DOI: 10.1111/inr.12663

DOI: 10.4103/jehp.jehp_566_23

DOI: 10.3390/healthcare12101031

American Association of Colleges of Nursing. (2019). The essentials of baccalaureate education for professional nursing practice. https://www.aacnnursing.org

DOI: 10.1016/j.nedt.2021.104859

Arrigoni, C., Grugnetti, A. M., Caruso, R., Gallotti, M. L., Borrelli, P., & Puci, M. (2017). Nursing students' clinical competencies: A survey on clinical education objectives. Annali di Igiene, 29(3), 179–188.

DOI: 10.4102/hsag.v27i0.1816

DOI: 10.4324/9781315044408-12

DOI: 10.1007/s11126-020-09836-0

Chirico, F., Nucera, G., Magnavita, N., & Galle, F. (2020). The role of collective efficacy in emergency and disaster management. Current Psychology, 39(6), 1980–1985. https://doi.org/10.1007/s12144-019-00500-z

DOI: 10.1016/j.nedt.2018.05.018

DOI: 10.1186/s12912-025-02974-5

DOI: 10.3390/ijerph19148347

DOI: 10.1007/978-1-4899-2271-7

DOI: 10.1177/0047239520934018

DOI: 10.1186/s40359-025-02562-x

DOI: 10.1111/nuf.12547

DOI: 10.1111/inm.12808

DOI: 10.3390/healthcare9030252

DOI: 10.4102/hsag.v30i0.2882

DOI: 10.1186/s12909-023-04967-x

DOI: 10.5929/2014.4.2.9

DOI: 10.1155/2021/8870394

DOI: 10.1007/s11482-021-09948-0

DOI: 10.3390/nursrep11030060

Harris, S., & Young, G. (2020). Emotional intelligence and stress management in nursing education. Journal of Nursing Research, 19(3), 123–130.

DOI: 10.1371/journal.pone.0237303

DOI: 10.1111/j.1365-2648.2009.05183.x

Johnson, A., & Brown, L. (2021). The mental well-being of nursing students during the COVID-19 pandemic. Nursing Education Journal, 20(3), 45–52.

DOI: 10.1515/ijnes-2020-0005

DOI: 10.7189/jogh.10.010331

DOI: 10.1097/ACM.0000000000004528

Lee, S., & White, P. (2020). Promoting resilience and coping strategies for nursing students during the pandemic. Journal of Nursing Scholarship, 18(3), 205–212.

DOI: 10.1002/nop2.70176

DOI: 10.3390/nursrep11020042

Merriam, S. B., & Grenier, R. S. (2019). Qualitative research in practice examples for discussion and analysis. John Wiley & Sons.

Ngomane, V. P. (2024). Clinical learning experience of undergraduate nursing students during the COVID-19 pandemic at a university, South Africa [Master's thesis, Sefako Makgatho Health Sciences University].

Nosike, C. J., & Nosike, U. C. (2024). Navigating the challenges and seizing the opportunities amidst the COVID-19 pandemic—a comprehensive review. Nigerian Journal of African Studies (NJAS), 6(1).

DOI: 10.4102/sajpsychiatry.v31i0.2376

DOI: 10.3946/kjme.2023.274

DOI: 10.20853/32-6-2986

DOI: 10.21744/ijllc.v6n2.875

Rachmad, Y. E. (2022). Innovation in education theory. Amiens Cathedrale Editions Internationales.

Rajaei, A. R., Khoynezhad, G. R., Javanmard, J., & Abdollahpour, M. (2016). The relation between positive psychological states and coping styles. Journal of Fundamentals of Mental Health, 18(1).

DOI: 10.1080/23311886.2016.1191978

DOI: 10.5334/pme.1672

DOI: 10.25115/eea.v38i4.4049

DOI: 10.1016/j.nedt.2014.06.010

DOI: 10.1111/jocn.15298

Thompson, L., & Garcia, A. (2020). Understanding the emotional impact of infectious disease outbreaks on nursing students. Journal of Infectious Diseases, 35(2), 167–174.

DOI: 10.1097/ACM.0000000000004013

Vasylenko, O., Komar, T., Pilishek, S., Posvistak, O., & Potapchuk, Y. (2020). Diagnosing the negative psycho-emotional states among students.

DOI: 10.1016/j.nepr.2020.102748

DOI: 10.1111/poms.13685

DOI: 10.12788/jhm.3431

Williams, J., & Patel, R. (2020). Impact of COVID-19 on the mental health of healthcare students. International Journal of Mental Health, 12(4), 192–199.

DOI: 10.1080/01421590400006572

DOI: 10.3389/fpsyt.2021.784661

DOI: 10.1016/S2215-0366(20)30047-X