Undergraduate nursing students’ post-coronavirus disease 2019 academic learning experiences at a public university in South Africa: A qualitative study

Background: The coronavirus disease 2019 (COVID-19) pandemic disrupted nursing education globally, affecting theoretical instruction, clinical training and students’ well-being. Aim: To explore and describe undergraduate nursing students’ academic learning experiences in the post-COVID-19 period at...

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Published in:Health SA = SA Gesondheid Vol. 30
Main Authors: Wittenschinskey, Claudine H., ten Ham-Baloyi, Wilma, Kramer, Mercia
Format: Journal Article
Language:English
Published: 21.11.2025
ISSN:1025-9848, 2071-9736
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Abstract Background: The coronavirus disease 2019 (COVID-19) pandemic disrupted nursing education globally, affecting theoretical instruction, clinical training and students’ well-being. Aim: To explore and describe undergraduate nursing students’ academic learning experiences in the post-COVID-19 period at a South African public university. Setting: A public university in South Africa. Methods: A qualitative, exploratory-descriptive, and contextual design underpinned by Bronfenbrenner’s ecological theory was applied. Twenty-nine purposively selected undergraduate nursing students participated in four face-to-face semi-structured focus group discussions facilitated by an independent fieldworker. Data were thematically analysed by an independent coder. Results: Three themes emerged. Firstly, students reported persistent challenges following the return to in-person learning, including misalignment between teaching and assessment methods, gaps in clinical exposure, and heightened mental health strain. Secondly, enablers of academic success were identified, such as self-directed learning, peer support, and personal and professional development. Thirdly, participants suggested improvements to post-pandemic learning, including curriculum reform, more flexible timetabling, and safer, better-resourced clinical placements. Conclusion: The post-pandemic academic environment continues to shape nursing students’ learning and well-being. While students demonstrated resilience through self-regulation and peer collaboration, institutional reforms remain essential to foster academic success and professional readiness. Contribution: The study provides context-specific insights into post-pandemic nursing education in South Africa and highlights the importance of responsive, student-centred strategies.
AbstractList Background: The coronavirus disease 2019 (COVID-19) pandemic disrupted nursing education globally, affecting theoretical instruction, clinical training and students’ well-being. Aim: To explore and describe undergraduate nursing students’ academic learning experiences in the post-COVID-19 period at a South African public university. Setting: A public university in South Africa. Methods: A qualitative, exploratory-descriptive, and contextual design underpinned by Bronfenbrenner’s ecological theory was applied. Twenty-nine purposively selected undergraduate nursing students participated in four face-to-face semi-structured focus group discussions facilitated by an independent fieldworker. Data were thematically analysed by an independent coder. Results: Three themes emerged. Firstly, students reported persistent challenges following the return to in-person learning, including misalignment between teaching and assessment methods, gaps in clinical exposure, and heightened mental health strain. Secondly, enablers of academic success were identified, such as self-directed learning, peer support, and personal and professional development. Thirdly, participants suggested improvements to post-pandemic learning, including curriculum reform, more flexible timetabling, and safer, better-resourced clinical placements. Conclusion: The post-pandemic academic environment continues to shape nursing students’ learning and well-being. While students demonstrated resilience through self-regulation and peer collaboration, institutional reforms remain essential to foster academic success and professional readiness. Contribution: The study provides context-specific insights into post-pandemic nursing education in South Africa and highlights the importance of responsive, student-centred strategies.
Author Wittenschinskey, Claudine H.
ten Ham-Baloyi, Wilma
Kramer, Mercia
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