Olyn Kelebogile P, Mgutshini Tennyson
Department of Health Studies, College of Human Sciences, University of South Africa, Pretoria, South Africa.
Health SA. 2025 Mar 5;30:2790. doi: 10.4102/hsag.v30i0.2790. eCollection 2025.
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.
This study examined student nurses' readiness for clinical practice post-COVID-19 at two nursing institutions in South Africa.
The study was conducted with student nurses from two selected nursing education institutions in two South African provinces.
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.
The study identified two main themes: (1) Positive perspectives: Adaptation and Open-mindedness, and (2) Negative perspectives: Intimidation and Strained Relationships.
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.
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.
临床学习环境（CLE）为实习护士提供实践经验和技能发展机会。然而，新冠疫情限制引发了人们对他们临床实践准备情况的担忧。
本研究调查了南非两家护理机构的实习护士在新冠疫情后对临床实践的准备情况。
该研究是对南非两个省份两所选定护理教育机构的实习护士进行的。
采用定性、探索性和描述性方法，收集三年级和四年级实习护士的观点。在每个机构进行了两个焦点小组讨论，31名参与者的数据达到饱和。经他们同意后对数据进行了录音。使用布劳恩和克拉克的框架进行描述性主题分析。
该研究确定了两个主要主题：（1）积极观点：适应与开放心态；（2）消极观点： intimidation与紧张关系。
参与者强调了疫情期间适应和创新的必要性。尽管 intimidation和紧张关系影响了他们的信心，但这些挑战也促进了个人成长和发展。实习护士表现出了显著的适应能力和对创新的开放性，这提高了他们在新冠疫情后的学习能力和临床实践准备情况（RtCP）。
尽管面临 intimidation和紧张关系，但这些经历促进了个人和职业成长，提高了就业能力。该研究强调了适应能力和创新在护理教育中的关键作用，特别是在新冠疫情后的背景下。指导和支持性环境可以减轻 intimidation和紧张关系，从而增强信心和自主性，培养出更胜任的护理专业人员。
