A1
|
Warshawsk S.(1515. Warshawski S. Academic self-efficacy, resilience and social support among first-year Israeli nursing students learning in online environments during COVID-19 pandemic. Nurse Educ Today. 2022; 110: 105267. https://doi.org/10.1016/j.nedt.2022.105267 https://doi.org/10.1016/j.nedt.2022.1052...
) |
Israel |
Cross-sectional |
Difficulties perceived by the students, such as overload, difficulty with online learning, lack of academic support, lack of social interaction. |
IV
|
A2
|
Saab MM, Hegarty J, Murphy D, Landers M.(1616. Saab MM, Hegarty J, Murphy D, Landers M. Incorporating virtual reality in nurse education: a qualitative study of nursing students’ perspectives. Nurse Educ Today. 2021; 105 (105045): 1-7. https://doi.org/10.1016/j.nedt.2021.105045 https://doi.org/10.1016/j.nedt.2021.1050...
) |
Ireland |
Qualitative and
descriptive
|
High cost, threats to human connections, potential side effects and lack of interest. |
IV
|
A3
|
Kalanlar B.(1717. Kalanlar B. Nursing education in the pandemic: A cross-sectional international study. Nurse Educ Today. 2021; 108 (105213): 1-6. https://doi.org/10.1016/j.nedt.2021.105213 https://doi.org/10.1016/j.nedt.2021.1052...
) |
Turkey |
Cross-sectional |
Internet-related difficulties, such as connection failures or poor-quality connections. |
IV
|
A4
|
Shorey S, Ang E, Baridwan NsS, Bonito SR, Dones LBP,
Flores JLA, et al.(1818. Shorey S, Ang E, Baridwan NS, Bonito SR, Dones LBP, Flores JLA, et al. Salutogenesis and COVID-19 pandemic impacting nursing education across SEANERN affiliated universities: A multi-national study. Nurse Educ Today. 2022; 110 (105277): 1-9. https://doi.org/10.1016/j.nedt.2022.105277 https://doi.org/10.1016/j.nedt.2022.1052...
)
|
Multicenter |
Qualitative and
descriptive
|
The students felt that their training was impaired; high stress levels. |
IV
|
A5
|
Kunaviktikul W, Ang E, Baridwan NS, Bernal AB, Dones LBP, Flores JL, et al.(1919. Kunaviktikul W, Ang E, Baridwan NS, Bernal AB, Dones LBP, Flores JL, et al. Nursing students’ and faculty members’ experiences of online education during COVID-19 across Southeast Asia: A Photovoice study. Nurse Educ Today. 2022; 111: 105307. https://doi.org/10.1016/j.nedt.2022.105307 https://doi.org/10.1016/j.nedt.2022.1053...
) |
Multicenter |
Qualitative and
descriptive
|
Increased feelings of loneliness, depression, sadness, boredom, fear, anxiety, stress, worry and vulnerability among the students; unpreparedness to return to their Nursing duties after their absence from the clinical setting; loss of boundaries between work and home; difficulties carrying out group work due to little interaction; technical problems during learning that greatly affected both teaching and learning. |
IV
|
A6
|
Canet-Vélez O, Botigué T, Lavedán Santamaría A, Masot O, Cemeli T, Roca J.(2020. Canet-Vélez O, Botigué T, Lavedán Santamaría A, Masot O, Cemeli T, Roca J. The perception of training and professional development according to nursing students as health workers during COVID-19: A qualitative study. Nurse Educ Pract. 2021; 53: 103072. https://doi.org/10.1016/j.nepr.2021.103072 https://doi.org/10.1016/j.nepr.2021.1030...
) |
Spain |
Qualitative and
descriptive
|
Only a minority of students felt prepared to face the COVID-19 crisis; overload, wear out, exhaustion and high stress levels; feelings of fear, worry and tense situations of nervousness. |
IV
|
A7
|
Godbold R, Whiting L,
Adams C, Naidu Y, Pattison N.
(2121. Godbold, R, Whiting L, Adams C, Naidu Y, Pattison N. The experiences of student nurses in a pandemic: A qualitative study. Nurse Educ Pract. 2021; 56: 103186. https://doi.org/10.1016/j.nepr.2021.103186 https://doi.org/10.1016/j.nepr.2021.1031...
)
|
United Kingdom |
Qualitative and
descriptive
|
Need to distance from the family to comply with the clinical practices; due to staff shortages, the students worked with people relocated from other areas; the emotional issues raised by the social distancing restrictions that did not allow using touch and physical comfort; the difficulties of studying at home and simultaneously taking care of the family; physical effects from the use of Personal Protective Equipment, such as sore hands and marks on the face. |
IV
|
A8
|
Zaragoza-García I, Ortuño- Soriano I, Posada-Moreno P, Sánchez-Gómez R, Raurell- Torredà M.(2222. Zaragoza-García I, Ortuño-Soriano I, Posada-Moreno P, Sánchez-Gómez R, Raurell-Torredà M. Virtual Simulation for Last-Year Nursing Graduate Students in Times of Covid-19: A Quasi-Experimental Study. Clin Simulation Nurs. 2021; 60: 32-41. https://doi.org/10.1016/j.ecns.2021.07.003 https://doi.org/10.1016/j.ecns.2021.07.0...
) |
Spain |
Quasi-experimental |
The platform intensifies social distancing. |
III
|
A9
|
Park J, Seo M.(2323. Park J, Seo M. Influencing Factors on Nursing Students’ Learning Flow during the COVID-19 Pandemic: A Mixed Method Research. Asian Nurs Res. 2021; 16 (1): 35-44. https://doi.org/10.1016/j.anr.2021.12.006 https://doi.org/10.1016/j.anr.2021.12.00...
) |
South Korea |
Mixed and sequential |
Technical difficulties such as disconnections; decreased concentration and motivation; fatigue due to the long period using digital devices; changes
in sleep patterns; increased depression, anxiety and fear of COVID-19; classes had to be short so that concentration and motivation to learn did not diminish; absence of face-to-face clinical practice
during the pandemic; sudden pauses in the in-hospital clinical practices; decreased opportunities during
the practices; need to find suitable places to study because the school was closed.
|
IV
|
A10
|
Nodine PM, Arbet J, Jenkins PA, Rosenthal L, Carrington S, Purcell SK, et al.(2424. Nodine PM, Arbet J, Jenkins PA, Rosenthal L, Carrington S, Purcell SK, et al. Graduate nursing student stressors during the COVID-19 pandemic. J Prof Nurs. 2021; 37 (4): 721-8. https://doi.org/10.1016/j.profnurs.2021.04.008 https://doi.org/10.1016/j.profnurs.2021....
) |
United States of America |
Cohort |
Increased stress levels in all the subscales evaluated, including course didactics, papers, family, clinical turnovers, finance, illness in family members and/or friends. |
III
|
A11
|
Scorsolini-Comin F, De Melo LP, Rossato L, Gaia RDSP.(2525. Scorsolini-Comin F, Melo LP, Rossato L, Gaia RDSP. Educação a distância na formação em enfermagem: reflexões sobre a pandemia da covid-19. Rev Baiana Enferm. 2020; 34: e36929. https://doi.org/10.18471/rbe.v34.36929 https://doi.org/10.18471/rbe.v34.36929...
) |
Brazil |
Reflection |
High evasion rates among the students in this teaching modality. |
IV
|
A12
|
Bastos MC, Canavarro DA, Campos LM, Schulz RS, Santos JB, Santos CF.(2626. Bastos MC, Canavarro DA, Campos LM, Schulz RS, Santos JB, Santos CF. Emergency remote teaching in Nursing Graduation: experience report during Covid-19. Rev Min Enferm. 2020; 24 (e-1335). https://doi.org/10.5935/1415.2762.20200072 https://doi.org/10.5935/1415.2762.202000...
) |
Brazil |
Experience report |
Teacher-student distancing; low adherence to remote teaching among the students due to distractions in home-based learning; increased workload in teachers and students. |
IV
|
A13
|
Rodrigues PS, Marin MJS, Souza AP, Grandin GM, Almeida KRV, Oliveira CSR.(2727. Rodrigues PS, Marin MJS, Souza AP, Grandin GM, Almeida KRV, Oliveira CSR. Problem-based learning in remote education: experiences of Nursing students during COVID-19 pandemic. Rev Min Enferm. 2021; 25: e-1407. https://doi.org/10.5935/1415-2762-20210055 https://doi.org/10.5935/1415-2762-202100...
) |
Brazil |
Qualitative and
descriptive
|
Technological difficulties; emergence of feelings such as anxiety, anguish, discouragement, stress and tiredness; tiring and low-performance process; lower
concentration; home environment as a difficulty for the learning process; lack of contact with classmates; lack of access to the library; lack of practices in laboratories.
|
IV
|
A14
|
Silva CB, Trindade LL, Kolhs M, Barimacker SV, Schacht L, Bordignon M.(66. Silva CB, Trindade LL, Kolhs M, Barimacker SV, Schacht L, Bordignon M. Implementação do telemonitoramento de COVID-19: repercussões na formação acadêmica em enfermagem. Rev Gaúcha Enferm. 2021; 42 (esp): e20200395. https://doi.org/10.1590/1983-1447.2021.20200395 https://doi.org/10.1590/1983-1447.2021.2...
) |
Brazil |
Theoretical- reflective |
Need for better planning of virtual activities; difficulties accessing the Internet and information; increased stress and tiredness levels; work in an environment with other family members; feelings such as fear, anxiety and loneliness. |
IV
|
A15
|
Soccol KLS, Santos NO, Marchiori MRCT.(2828. Soccol KLS, Santos NO, Marchiori MRCT. Estágio Curricular Supervisionado no contexto da COVID-19 e o desenvolvimento profissional de estudantes de Enfermagem. Enferm Foco [Internet]. 2020 [cited 2022 Jun 5]; 11 (2.ESP): 148-51. Available from: http://revista.cofen.gov.br/index.php/enfermagem/article/view/4173/998 http://revista.cofen.gov.br/index.php/en...
) |
Brazil |
Reflection |
Intensification of the feelings of insecurity and anxiety in the supervised internship. |
IV
|
A16
|
Li W, Gillies R, He M, Wu C, Liu S, Gong Z, et al.(2929. Li W, Gillies R, He M, Wu C, Liu S, Gong Z, et al. Barriers and facilitators to online medical and nursing education during the COVID-19 pandemic: perspectives from international students from low- and middle-income countries and their teaching staf. Hum Resour Health. 2021; 19: 1-14. https://doi.org/10.1186/s12960-021-00609-9 https://doi.org/10.1186/s12960-021-00609...
) |
China |
Qualitative and
descriptive
|
The students were dissatisfied with the online education experiences; increase in future uncertainties; increased stress levels due to extended workdays and fatigue. |
IV
|
A17
|
Emory J, Kippenbrock T, Buron B.(3030. Emory J, Kippenbrock T, Buron B. A national survey of the impact of COVID-19 on personal, academic, and work environments of nursing students. Nurs Outlook. 2021; 69 (6): 1116-25. https://doi.org/10.1016/j.outlook.2021.06.014 https://doi.org/10.1016/j.outlook.2021.0...
) |
United States of America |
Cross-sectional |
Fear in the students about contaminating family members with the virus; high fear and anxiety levels; lack of quality learning; greater uncertainty about the future among the students; increase in cases of stress and mental exhaustion. |
IV
|
A18
|
Riegel F, Martini JG, Bresolin P, Mohallem AGC, Nes AAG.
(3131. Riegel F, Martini JG, Bresolin P, Mohallem AGC, Nes AAG. Developing critical thinking in the teaching of Nursing: a challenge in times of Covid-19 pandemic. Esc Anna Nery. 2021; 25 (spe). https://doi.org/10.1590/2177-9465-EAN-2020-0476 https://doi.org/10.1590/2177-9465-EAN-20...
)
|
Brazil |
Theoretical- reflective |
Access difficulties faced by the students during remote teaching; emergence of a feeling of loneliness; need for human and social interaction with professors and students. |
IV
|
A19
|
Baixinho CL, Ferreira OR.(3232. Baixinho CL, Ferreira OR. Ser estudante de enfermagem em tempos de COVID-19. Esc Anna Nery. 2021; 25 (spe). https://doi.org/10.1590/2177-9465-EAN-2020-0541 https://doi.org/10.1590/2177-9465-EAN-20...
) |
Brazil |
Qualitative and
descriptive
|
Impossibility of carrying out clinical teaching with COVID-19 patients ; confinement for three months caused a setback in the ability to construct clinical reasoning; overload for services and professionals, who still assumed the role of clinical advisors; reduction in the clinical teaching time; increased fear of failure; fear of contact with others due to fear of infection; physical and psychological exhaustion; increased symptoms such as anxiety and poor sleep quality; reduction in terms of performance. |
IV
|
A20
|
Salmani N, Bagheri I, Dadgari A.(3333. Salmani N, Bagheri I, Dadgari A. Iranian nursing students experiences regarding the status of e-learning during COVID-19 pandemic. PloS ONE. 2022; 17 (2): e0263388. https://doi.org/10.1371/journal.pone.0263388 https://doi.org/10.1371/journal.pone.026...
) |
Iran |
Qualitative and
descriptive
|
Changes in the way students interact with teachers; decreased interactions with peers; problems with educational files; shallow learning; family members’ perception of the student’s role; domestic affairs interfering with e-learning; cheating on tests and activities. |
IV
|
A21
|
Tolyat M, Abolfazl Vagharseyyedin S, Nakhaei M.
(3434. Tolyat M, Abolfazl Vagharseyyedin S, Nakhaei M. Education of nursing profession amid COVID-19 Pandemic: A qualitative study. J Adv Med Educ Prof. 2022; 10 (1): 39-47. https://doi.org/10.30476/JAMP.2021.90779.1422 https://doi.org/10.30476/JAMP.2021.90779...
)
|
Iran |
Qualitative and
descriptive
|
Internet access difficulties; less teacher-student interaction; lengthy breaks between practices; decrease in practice time to avoid contagion; most of the students did not acquire the necessary clinical competence in Nursing education; reduction in the number of patients; greater insecurity among the students. |
IV
|
A22
|
Thapa P, Bhandari SL, Pathak S.(35) |
Nepal |
Cross-sectional |
Internet problems and technical issues hindered remote teaching; lack of interaction with the patients. |
IV
|
A23
|
Lei T, Yu X, Zou M, Wang P, Yuan RH.(3636. Lei T, Yu X, Zou M, Wang P, Yuan RH. Delivering an online course in emergency nursing education during the pandemic: What are the effects on students’ learning? Australas Emerg Care. 2021; 24 (4): 314-8. https://doi.org/10.1016/j.auec.2021.04.002 https://doi.org/10.1016/j.auec.2021.04.0...
) |
China |
Quasi-experimental |
Absence of practices for the development of clinical skills. |
III
|
A24
|
Wynter K, Holton S, Considine J.(37) |
Australia |
Qualitative and
descriptive
|
Reduced social connection during learning; increase in teachers’ workload; uncertainties about how to carry out clinical practices; concern about whether the students would achieve the expected educational and clinical outcomes; onset of depression, anxiety, stress and burnout symptoms. |
IV
|
A25
|
Susmarini D, Sumarwati M, Handayani F, Iskandar A.(3838. Susmarini D, Sumarwati M, Handayani F, Iskandar A. Nursing Students’ Clinical Practice Experience during the COVID-19 Pandemic: A Qualitative Study. Open Access Maced J Med Sci. 2022; 10 (G): 176-81. https://doi.org/10.3889/oamjms.2022.8116 https://doi.org/10.3889/oamjms.2022.8116...
) |
Indonesia |
Qualitative and
descriptive
|
Emergence of feelings of fear and anxiety among students and family members; lack of clinical competence to deal with the crisis; rapid changes in the clinical practice sectors; financial burden for COVID-19 testing during the practices. |
IV
|
A26
|
Michel A, Ryan N, Mattheus D, Knopf A, Abuelezam NA, Stamp K, et al.(3939. Michel A, Ryan N, Mattheus D, Knopf A, Abuelezam NA, Stamp K, et al. Undergraduate nursing students’ perceptions on nursing education during the 2020 COVID-19 pandemic: A national sample. Nurs Outlook. 2021; 69 (5): 903-12. https://doi.org/10.1016/j.outlook.2021.05.004 https://doi.org/10.1016/j.outlook.2021.0...
) |
United States of America |
Cross-sectional |
Increased stress levels and feelings such as fear, loneliness and anxiety; concern about exposure to COVID-19; connection difficulties; the difficulties of studying in a family environment; learning difficulties; increased workload; lack of faculty preparation for
the virtual environment; lack of clinical experiences; feeling of being less engaged with education.
|
IV
|
A27
|
Araújo ARL, Sousa LMC, Carvalho RBS, Oliveira ADS, Amorim FCM, Sousa KHJF, et al.(4040. Araújo ARL, Sousa LMC, Carvalho RBS, Oliveira ADS, Amorim FCM, Sousa KHJF, et al. Remote work of nurse-professors in pandemic times. Esc Anna Nery. 2021; 25 (spe): e20210198. https://doi.org/10.1590/2177-9465-EAN-2021-0198 https://doi.org/10.1590/2177-9465-EAN-20...
) |
Brazil |
Cross-sectional |
Work overload; change in domestic routine;
little teacher-student interaction; emergence of feelings such as sadness, anguish, fear, anxiety, loneliness and stress; physical wear out, difficulty sleeping, poor diet; visual damage; obligation to quickly adapt to the digital environment.
|
IV
|
A28
|
Terzi B, Azizoğlu F, Özhan F.
(4141. Terzi B, Azizoğlu F, Özhan F. Factors affecting attitudes of nursing students towards distance education during the COVID-19 pandemic: A web-based cross-sectional survey. Perspect Psychiatr Care. 2021; 57 (4): 1-9. https://doi.org/10.1111/ppc.12747 https://doi.org/10.1111/ppc.12747...
)
|
Turkey |
Cross-sectional |
Difficulty developing practical skills. |
IV
|
A29
|
Silva CM, Toriyama ATM, Claro HG, Borghi CA, Castro TR, Salvador PICA(4242. Silva CM, Toriyama ATM, Claro HG, Borghi CA, Castro TR, Salvador PICA. COVID-19 pandemic, emergency remote teaching and Nursing Now: challenges for nursing education. Rev Gaúcha Enferm. 2021; 42 (esp): e20200248. https://doi.org/10.1590/1983-1447.2021.20200248 https://doi.org/10.1590/1983-1447.2021.2...
) |
Brazil |
Experience report |
Difficulties adapting to the remote model among the faculty members and the students. |
IV
|
A30
|
Duprez V, Vermote B,
Van Hecke A, Verhaeghe R, Vansteenkiste M, Malfait S.(4343. Duprez V, Vermote B, Van Hecke A, Verhaeghe R, Vansteenkiste M, Malfait S. Are internship experiences during a pandemic related to students’ commitment to nursing education? A cross-sectional study. Nurse Educ Today. 2021; 107: 105124. https://doi.org/10.1016/j.nedt.2021.105124 https://doi.org/10.1016/j.nedt.2021.1051...
)
|
Belgium |
Cross-sectional |
The services failed to welcome the students due to the demands linked to COVID-19. |
IV
|
A31
|
Jones K, Polyakova-Norwood V, Raynor P, Tavakoli A.(4444. Jones K, Polyakova-Norwood V, Raynor P, Tavakoli A. Student perceptions of faculty caring in online nursing education: A mixed-methods study. Nurse Educ Today. 2022; 112: 105328. https://doi.org/10.1016/j.nedt.2022.105328 https://doi.org/10.1016/j.nedt.2022.1053...
) |
United States of America |
Mixed methods |
Emergence of feelings such as loneliness, anxiety and stress; the students need more emotional support. |
IV
|
A32
|
Kim S, Jeong SH, Kim HS, Jeong YJ.(4545. Kim S, Jeong SH, Kim HS, Jeong YJ. Academic Success of Online Learning in Undergraduate Nursing Education Programs in the COVID-19 Pandemic Era. J Prof Nurs. 2021; 36: 6-16. https://doi.org/10.1016/j.profnurs.2021.10.005 https://doi.org/10.1016/j.profnurs.2021....
) |
South Korea |
Cross-sectional |
Lower concentration and attention levels in the online classes among the students; Internet access difficulties; high anxiety levels; difficulties to improve technological competence among the students. |
IV
|
A33
|
Prata JA, Mello AS,
Silva FVC, Faria MGA.(4646. Prata JA, Mello AS, Silva FVC, Faria MGA. Pedagogical mediations for non-formal nursing teaching during the COVID-19 pandemic. Rev Bras Enferm. 2020; 73 (suppl 2). https://doi.org/10.1590/0034-7167-2020-0499 https://doi.org/10.1590/0034-7167-2020-0...
)
|
Brazil |
Experience report |
Internet access difficulties; preconceptions related to better leverage by the students. |
IV
|