Abstract
Aim: To explore and collectively describe Master of Nursing Students’ (MNS) experiences with online learning during the COVID-19 pandemic.
Background: While undergraduate nursing students experiences with online learning are well-reported, there remains a lacuna in the literature about MNS experiences.
Design: Descriptive, qualitative study guided by phenomenological approach.
Methods: MNS participants were purposively recruited (n = 12) during the first and second semester of 2020-2021 academic year in an Australian university. We conducted five virtual, semistructured interviews and two focus group discussions. Interviews were recorded and transcribed verbatim. Data were thematically analysed and validated via correspondence.
Results: We identified five key themes: (1) “Kind of lost”: Unprepared for online learning, (2) “Out of control”: Longing for normality, (3) “I ended up enjoying it”: Adapting to online learning, (4) Opportunities to build connections, and (5) “Making it meaningful”: Connecting student with content.
Conclusion: While initially felt unprepared and experienced challenges, participants adapted to the new online learning approach over time by gaining new digital literacy skills and self-regulated study habits.
Background: While undergraduate nursing students experiences with online learning are well-reported, there remains a lacuna in the literature about MNS experiences.
Design: Descriptive, qualitative study guided by phenomenological approach.
Methods: MNS participants were purposively recruited (n = 12) during the first and second semester of 2020-2021 academic year in an Australian university. We conducted five virtual, semistructured interviews and two focus group discussions. Interviews were recorded and transcribed verbatim. Data were thematically analysed and validated via correspondence.
Results: We identified five key themes: (1) “Kind of lost”: Unprepared for online learning, (2) “Out of control”: Longing for normality, (3) “I ended up enjoying it”: Adapting to online learning, (4) Opportunities to build connections, and (5) “Making it meaningful”: Connecting student with content.
Conclusion: While initially felt unprepared and experienced challenges, participants adapted to the new online learning approach over time by gaining new digital literacy skills and self-regulated study habits.
| Original language | English |
|---|---|
| Article number | 3665229 |
| Pages (from-to) | 1-11 |
| Number of pages | 11 |
| Journal | Nursing Forum |
| Volume | 2025 |
| Issue number | 10.1155/nuf/3665229 |
| DOIs | |
| Publication status | Published - 2025 |
| Externally published | Yes |