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Article Reflection: Nursing Students’ Experiences of a Pedagogical Transition From Campus Learning To Distance Learning Using Digital Tools


Nursing educators should make sure that students attain education standards as they acknowledge the current state of health services and the necessity to meet the needs of siblings, partners, students, parents, and the many roles each person plays in their daily lives. Various learning and assessment criteria have emerged globally and locally, each tailored to their respective national, work, and social situations. For example, a pass/fail grading system has been proposed at Berkeley. The Association of Spanish Universities has advised using distance learning assessment techniques for the evaluation exams in Spain. Understanding students’ experiences in the face of this enormous transition are critical for assisting education and teaching authorities in allocating adequate resources and redesigning university education for nursing students. It is essential to learn from past mistakes and identify the strengths and weaknesses to deal with this situation. The study aimed to determine if they should learn the experience and expectations of enrollment of students in nursing at Bachelor’s and Master’s degree nursing at two Spanish public universities where they underwent a rapid transition from one on one e-learning in the incarceration month Coronavirus pandemic.

Since school closures due to the pandemic, education has evolved from a conventional modality comprising classes held inside colleges and schools to various types of online education on the screens of different electronic devices. Nursing is only one of the many courses this significant shift has impacted. As a result, professors, students, and administration have to modify several aspects of how this course is taught and studied. Return demonstrations are an essential aspect of the nursing curriculum. These can be regarded as critical components of the nursing profession that allow student nurses to learn about nursing practices. It allows children to understand what nurses do in hospitals or communities when they care for patients and how they perform these treatments on them. In this paper, I will examine and remark on the study’s findings, ‘Nursing students’ goes through a pedagogical shift varying from the campus studying distant studying utilizing digital resources.’

Analysis of the Article’s Findings

Over the past three years, advanced education has expanded its online schooling using computerized assets outstandingly during the COVID-19 episode (Gillis & Krull, 2020). Subsequently, this study expected to portray and survey nursing understudies’ encounters with the educational shift from customary grounds based on figuring out how to far off learning using advanced media (Green, Burrow & Carvalho, 2020). The center gathering interviews uncovered three significant subjects: computerized training instructional components, concentration on climate, and understudy assets. Social cooperation was an ongoing theme across each level (Langegård et al., 2021). The review discoveries showed that most understudies favored grounds-based instruction and that each of the explored components declined following the educational progress (Gillis & Krull, 2020).

Furthermore, almost one-third of the students preferred digital tools for distant learning. Because of the COVID-19 pandemic, they transformed Nursing Symptoms and Symptoms of Illness from a campus-based course to a digitally developed distance learning (Al-Salman & Haider, 2021). This educational shift in teaching was assessed using descriptive analysis and statistics. Focused group discussions were used to investigate students’ perceptions of the educational transfer, and a web-based questionnaire was developed using qualitative content analysis. There were 14 items on the questionnaire, two of which were open-ended (Oducado, 2020). They provided the questionnaire to all course participants, and 96 out of 132 students completed it (Langegård et al., 2021). Descriptive statistical analysis was utilized to examine questionnaire data and remarks from the use of open-ended questions as quotations to emphasize statistical data (Al-Salman & Haider, 2021). The important conclusion was that the transition from pedagogy to distant education reduced students’ options for social involvement during the learning process. The use of digital resources, such as incentives, impacted several aspects of their remote learning experience. The wide range of responses, on the other hand, revealed that a blended learning technique might deliver educational benefits while maintaining a high level of social engagement (Green, Burrow & Carvalho, 2020).

The epidemic has changed our country’s educational system, making it difficult for students to balance studies and domestic responsibilities. Despite the epidemic, the ruling class continues to educate kids differently (Gillis & Krull, 2020). Because of the fear of the virus, the pandemic forced pupils to participate in modular learning from home, and since then, varied duties have generated stress. Dealing with this unfamiliar and demanding atmosphere daily harms pupils’ mental health (Green, Burrow & Carvalho, 2020). This stress leads to many issues, including the student’s academic performance, capacity to adapt to the new learning method, and parents’ rants about their child’s uselessness around the house (Langegård et al., 2021). Nursing students are given a lot of assignments and return demonstrations each week. Student nurses often experience stress due to their schoolwork and responsibilities as kids or siblings. Some of the consequences of poor time management owing to several duties include being unable to attend a Google meeting on time and submitting activities late (Gillis & Krull, 2020). Because of the excessive workload, many nursing students have reported a lack of motivation, procrastination, and delay. Students do not have time for themselves, and other things are sometimes overlooked accidentally.

Stress is when interior or outer tensions are surveyed as stressing or past a person’s or alternately gathering’s versatile or adapting limit. During their review, nursing understudies might encounter a lot of pressure (Ananga, 2020). Scholastic and family pressures are two critical wellsprings of stress in this secluded learning model among nursing understudies; weighty coursework, tests, and responsibilities are instances of scholarly tensions (Langegård et al., 2021). Different wellsprings of stress for nursing understudies associated with housework incorporate an absence of time for undertakings and house hardships. This has, without a doubt, been trying for understudies; with programs moving on the web, nurturing understudies experience difficulties (Al-Salman & Haider, 2021). A case examination of 33 Croatian nursing understudies explored how medical attendants encountered the COVID-19 plague and their educational experience during the time (Oducado, 2020). Nursing understudies face a few issues because of distance picking up, including hardships contrasted with what they would do in a standard talk room or up close and personal setting (Langegård et al., 2021). The concentrate also uncovered that nursing understudies battled to review and fabricate the energy to seek after internet learning.

As per studies, tasks and jobs were a critical reason for pressure on nursing understudies during the COVID-19 plague. The overall episode ranging affects college understudies. Experienced long obligation hours by 44% of nursing understudies working in an emergency clinic, and 16 percent confronted more noteworthy jobs because of an ascent in the number of tainted patients with COVID-19 (Green, Burrow & Carvalho, 2020). Because of work deficiencies in clinics and the local area during the pandemic, there was a need to utilize nursing understudies in light of the expansion in the number of instances of COVID-19 infection. They raised nervousness levels around 69% of nursing understudies utilized by medical clinics. Unmistakable examination done in the United States among nursing understudies uncovered that understudies battled with assignments. As indicated by the review, 84% of nursing understudies were concerned and overpowered, 62% had issues managing their scholarly weight and they focused on 20% and experienced issues making tasks (Ramos-Morcillo et al., 2020).

The exploration enrolled the interest of 184 nursing understudies from colleges all through the world. The review looked at the components adding to nursing understudies’ emotional pressure, uneasiness, and restlessness during the COVID-19 pandemic (Ananga, 2020). As per the overview, 29.9 percent of nursing understudies were worried about postponed graduation, 36.4 percent were stressed over costly versatile information and the need to burn through cash on portable charging gadgets for their web-based classes, 17.4 percent experienced issues going to online access, 29.3 percent experienced issues concentrating, and 15.2 percent were worried about disappointment since they couldn’t figure out the web-based classes (Puljak et al., 2021). We checked the discoveries in free exploration in which they directed an engaging cross-sectional investigation of 244 nursing understudies in India. During the COVID-19 closure, the creators evaluated nursing understudies’ felt the pressure (García-Morales et al., 2021). The review found that nursing understudies experienced extensive pressure because of the absence of apparatuses and remote learning issues. (Langegård et al., 2021).


Even though the nursing field is known for dynamism, the coronavirus period has made nursing practice extremely dynamic than ever. When the pandemic struck the country and its effects began spreading, nurses were the first people who felt that hit (Puljak et al., 2021). They were the first victims to contract the disease from the patients who came to seek medical assistance, unaware of their ailing. After it was known what made people sick, the healthcare organizations led by nurses devised novel changes to help prevent the spread of the disease and help manage the disease (García-Morales et al., 2021). From a personal experience, some of the changes have been positive for my nursing practice, while others have been negative.

On a negative note, to a great extent, during this pandemic, I have found myself conflicting with most of the nursing ethical values that I have clung to for a long. I reflect on the past several months of the pandemic and realize that I could not abide by the set nursing interventions and guidelines most of the time. This is because the pandemic has always presented us with emergencies, and often we have less time to put the set interventions into practice (Al-Salman & Haider, 2021). This has always hindered me from offering care characterized by ethical, compassionate, competent, and safe care, further conflicting with my nursing principles (Green, Burrow & Carvalho, 2020). Another negative change experienced is keeping social isolation and distance between ourselves and our patients. I was used to associating closely with my colleagues to share various nursing experiences. However, with the imposition of the social isolation approach, sometimes I feel bored, and I no longer practice with my enthusiasm.

However, I am glad that there are still some changes experienced that have impacted my nursing practice positively. Throughout the pandemic, it became more evident that the nursing practice needed to shift to a more personal caring approach and focus on achieving individual engagement. These changes have allowed me to know my patients well. With such a personalized approach, I have always gotten the opportunity to explore further into the patients’ personal lives that influence their health. For instance, I would ask patients about their diet to guide them about the proper nutrition for healing. Another critical positive change involves the removal of some nursing practice restrictions, allowing nurses to practice to the full scope of their knowledge to ensure patient safety and better patient outcome. I have always anticipated working in a person-centered healthcare system, one where I am allowed to do whatever it takes to bring my patients comfort and joy and maintain their dignity and integrity.

There are several perks to computer-based education. It enables students to accept and solve problems independently, enhance motivation, and offer instant feedback during the learning experience (Puljak et al., 2021). Students will also get a hands-on learning experience, which will help them remember more knowledge. It can assist nursing teachers in improving their students’ learning outcomes. This study aimed to investigate and assess the influence of computer-based situations on the decision-making capabilities of student nurses. Twelve nursing enrolled polled students in a critical care course at the College of Applied Medical Sciences. This class included two groups of students (Green, Burrow & Carvalho, 2020). They taught the identical subject to both groups for a week. Each group was given two case scenarios during the clinical placement. The research group employed the computer-based case situation.

On the other hand, the control group employed a paper-based case scenario. They contrasted the two groups’ decision-making abilities. They also looked at how students reacted to computer-based case situations. The study group outperformed the control group in decision-making abilities (García-Morales et al., 2021). Furthermore, the study group uniformly stated that utilizing com improved their comprehensive learning and nursing abilities following computer-based case situations.


Generally, some of the changes may be long-term in nursing care, while others will stop once the pandemic is over. The changes that will stop once the pandemic is above include social isolation. Unless another pandemic that spreads through direct contact with another person emerges, social isolation will no longer exist once the COVID-19 is over. Besides, the nurses will return to adhering to their nursing code of ethics as emergence situations will reduce significantly once the pandemic is over. However, the personal approach form of care and focus on attaining individual engagement are likely to persist after the pandemic is over. That is the type of healthcare system that the country has been working to achieve long before the onset of the pandemic. Also, the lessening of nursing practice restrictions is likely to continue as nurses are empowered to take more advanced roles.


Al-Salman, S., & Haider, A. S. (2021). Jordanian University Students’ Views on Emergency Online Learning during COVID-19. Online Learning25(1), 286-302.

Ananga, P. (2020). Pedagogical Considerations of E-Learning in Education for Development in the Face of COVID-19. International Journal of Technology in Education and Science4(4), 310-321.

García-Morales, V. J., Garrido-Moreno, A., & Martín-Rojas, R. (2021). The transformation of higher education after the COVID disruption: Emerging challenges in an online learning scenario. Frontiers in Psychology12, 196.

Gillis, A., & Krull, L. M. (2020). <? covid19?> COVID-19 Remote Learning Transition in Spring 2020: Class Structures, Student Perceptions, and Inequality in College Courses. Teaching Sociology48(4), 283-299.

Green, J. K., Burrow, M. S., & Carvalho, L. (2020). Designing for transition: Supporting teachers and students cope with emergency remote education. Postdigital Science and Education2(3), 906-922.

Langegård, U., Kiani, K., Nielsen, S. J., & Svensson, P. A. (2021). Nursing students’ experiences of a pedagogical transition from campus learning to distance learning using digital tools. BMC nursing20(1), 1-10.

Oducado, R. M. (2020). Faculty perception toward online education in a state college in the Philippines during the coronavirus disease 19 (COVID-19) pandemic. Universal Journal of Educational Research8(10), 4736-4742.

Puljak, L., Čivljak, M., Haramina, A., Mališa, S., Čavić, D., Klinec, D., … & Ivanišević, K. (2020). Attitudes and concerns of undergraduate university health sciences students in Croatia regarding the complete switch to e-learning during COVID-19 pandemic: a survey. BMC medical education20(1), 1-11.

Ramos-Morcillo, A. J., Leal-Costa, C., Moral-García, J. E., & Ruzafa-Martínez, M. (2020). Nursing students’ experiences during the abrupt change from face-to-face to e-learning education during the first month of confinement due to COVID-19 in Spain. International journal of environmental research and public health17(15), 5519.


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