Wu Chiung-Jung Jo, Chen Shu-Ming, Ramis Mary-Anne
School of Health, University of the Sunshine Coast, Petrie, Queensland, Australia.
Royal Brisbane and Women's Hospital (RBWH), Brisbane, Queensland, Australia.
Nurs Health Sci. 2025 Mar;27(1):e70032. doi: 10.1111/nhs.70032.
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.
新冠疫情对攻读研究生及注册后护理课程的护生产生了直接影响。一些学生被要求增加临床实习时长并暂停学业，而另一些学生的临床实习经历和面对面课程则被暂停，转而迅速采用在线学习模式。虽然已有许多关于这些变化对本科护生的影响及经历的报道，但关注本科毕业后已注册执业并攻读更高学位的研究生教育项目的护生所面临挑战的报道却很有限。本研究进行了一项范围综述，以考察有关新冠疫情期间教育变革及挑战的文献报道，特别关注研究生的学习体验。该综述遵循PRISMA-ScR的报告指南，并以循证卫生保健国际中心（JBI）的方法为基础。检索了7个数据库，查找2019年至2022年间以任何语言发表的相关文献。研究方案已在开放科学框架上注册。从检索到的4207条文献中，纳入了14项专门关注研究生在疫情导致课程变化后的经历和/或影响的研究。这些研究涵盖了2476名修读各类课程的研究生。研究结果包括对电子学习和临床环境变化的不同反应，以及所报告的诸如经济压力、心理健康需求和基本食物需求等其他问题。资源和培训方面的不平等也得到了凸显。少数专门针对这一群体的研究是一个值得注意的发现，凸显了针对研究生护生教育需求开展进一步研究的必要性。
