Makhene Agnes, Nene Sanele E, Mhlongo Miyelani
Department of Nursing, Faculty of Health Sciences, University of Johannesburg, Johannesburg, South Africa.
Health SA. 2025 May 31;30:2749. doi: 10.4102/hsag.v30i0.2749. eCollection 2025.
Since the coronavirus disease 2019 (COVID-19) pandemic, the world has faced many challenges, including lockdowns and disruptions to various nursing education programmes. Consequently, higher education institutions (HEIs) were compelled to transition to online learning to continue teaching and learning activities. Nursing students had to cope with the abrupt shift from traditional to Internet-based learning platforms. Some student nurses reported significant challenges regarding technological resources, Internet access and loadshedding, a phenomenon specific to South Africa.
This article aimed to explore and describe technological resource challenges as experienced by student nurses in a HEI in Gauteng.
The setting was an institution of higher learning offering nursing programmes leading to undergraduate and postgraduate qualifications.
A qualitative, descriptive, exploratory and contextual design with a phenomenological approach was used. The population consisted of postgraduate students who were exposed to online learning. A purposive sampling method was used. Unstructured, face-to-face and virtual individual phenomenological interviews were used to collect data. Data saturation was reached at the tenth ( = 10) participant. Braun & Clarke's thematic data analysis method was used. Lincoln and Gubas's strategies and authenticity were used to ensure trustworthiness while observing ethical considerations throughout.
Four themes were identified under the technological resource challenges as experienced by student nurses: loadshedding, connectivity, digital skills and not having a computer.
Online teaching and learning is an essential phenomenon in the 4th Industrial Revolution era; however, students face different challenges that nurse educators need to consider.
This study contributes to the information on how the online experience of diverse students who have challenges can be improved.
自2019年冠状病毒病（COVID-19）大流行以来，世界面临诸多挑战，包括封锁以及各类护理教育项目受到干扰。因此，高等教育机构被迫转向在线学习以继续教学活动。护理专业学生不得不应对从传统学习平台到基于互联网的学习平台的突然转变。一些学生护士报告称在技术资源、互联网接入和停电方面面临重大挑战，停电是南非特有的现象。
本文旨在探讨和描述豪登省一所高等教育机构的学生护士所经历的技术资源挑战。
研究背景是一所提供护理学课程以获得本科和研究生学历的高等学府。
采用定性、描述性、探索性和情境性设计，并运用现象学方法。研究对象为接受在线学习的研究生。采用目的抽样法。通过非结构化、面对面和虚拟的个人现象学访谈收集数据。在第10名参与者时达到数据饱和。采用布劳恩和克拉克的主题数据分析方法。在始终遵循伦理考量的同时，运用林肯和古巴的策略及真实性来确保研究的可信度。
在学生护士所经历的技术资源挑战方面确定了四个主题：停电、连接性、数字技能以及没有电脑。
在线教学和学习是第四次工业革命时代的一个重要现象；然而，学生面临着护士教育工作者需要考虑的不同挑战。
本研究为如何改善有困难的不同学生的在线体验提供了信息。
