Perceptions and Representations of Senior Nursing Students about the Transition to Professional Life during the COVID-19 Pandemic

Abstract

The COVID-19 pandemic caused disruptions in education systems worldwide. The suspension of face-to-face lectures and clinical placements directly impacted nursing students’ learning. This study aimed to identify the perceptions and representations of senior nursing students about the transition to professional life during the COVID-19 pandemic. This descriptive, observational, cross-sectional study used a web-based survey from a convenience sample of 162 senior nursing students, from nine different nursing schools. Data collection was carried out in the second quarter of 2020. Male students have more negative representations related to training (p = 0.048); working students have a better perspective of professional integration (p = 0.038); students who are in a relationship have a more positive perception of interaction with patients (p = 0.047); those who have already defined a service of choice have less insecurity and less fear of making mistakes (p = 0.043). Those who report anxiety about their first place of work have more negative representations about the future in other professional dimensions. The COVID-19 pandemic represents a frequent concern among students. However, it is a dimension that does not negatively contaminate other representations about the professional future. Overall, students showed concerns regarding their performance in providing direct care to the patient and lived up to their fellow nurses’ expectations.

Readiness of Student Nurses in Clinical Practice Amidst COVID-19 Pandemic

“…In accordance with this, age was not considered a significant factor affecting the readiness of the nursing students in a Related Learning Experience since most of the students reported having a stressed-associated with performing in clinical practice. (Castro et al, 2022). On the other hand, Elgzar (2019) stated that there was a statistically significant difference between age and sex towards the readiness in Related Learning Experiences through self-directed learning, self-management, self-control, and the willingness to learn.…”

Structural equation modeling of factors associated with nursing students' professionalism during the COVID‐19 pandemic

“…The gradual development of nursing students' professionalism is a critical aspect of nurturing professional knowledge and clinical skills throughout their academic journey. This process ultimately contributes to the creation of professional nurses who deliver high-quality care and are satisfied with their job in fieldwork (Castro et al, 2022).…”

“…The gradual development of nursing students' professionalism is a critical aspect of nurturing professional knowledge and clinical skills throughout their academic journey. This process ultimately contributes to the creation of professional nurses who deliver high‐quality care and are satisfied with their job in fieldwork (Castro et al, 2022). Our primary finding underscores the direct and indirect associations between clinical learning environments, academic satisfaction, clinical competency, and nursing professionalism among nursing students.…”

“…The role of nursing professionals who possess a positive professional outlook is vital for ensuring an effective response to unpredictable emergent situations or disasters, such as the coronavirus disease (COVID‐19) pandemic (Castro et al, 2022; Luo & Mao, 2022). Professionalism encompasses a range of values, attitudes, and behaviors that are contextually relevant (Luo & Mao, 2022).…”

Heading for the Frontline: Mood, Stress, Resilience, and Coping of Nursing Graduates during a Global Pandemic

“…Further, a meta-analysis of 27 cross-sectional studies [7] found a high prevalence of depression (34%) among nursing students generally, with younger nursing students (<25 yr.) showing a significantly higher prevalence (41%) than their older counterparts (18%), and Asian nursing students showing the highest prevalence of depression (43%) among geographical groups. Evidence from Portugal related to the transition to professional life of senior nursing students during the pandemic [10] showed that COVID-19 created diverse stressors ranging from "general social risks and fears of the unknown to the more concrete situations related to class interruptions that can postpone the course completion" (p. 5). However, students were equally concerned about non-pandemic issues related to applying their theoretical knowledge in professional practice contexts, particularly in areas such as safe medication administration, communication with multidisciplinary teams, and the fear of making mistakes that could harm patients.…”