The Experiences of New Nurses’ Transition Into Practice After Completing Nursing School Virtually During the COVID-19 Pandemic: A Qualitative Case Study

Abstract

As a result of the COVID-19 pandemic, nursing education was switched to virtual, and the transition experiences of nursing students were altered. The problem is during the COVID-19 pandemic, nursing students in the intersection of north central Kentucky and southern Indiana area had to switch from in-person education to virtual education, limiting the ability to practice on actual patients and learn skills such as inserting foley catheters or hanging intravenous fluids. A gap in the literature exists about the transition experiences of nurses in the southern Indiana and north central Kentucky areas. The purpose of this qualitative case study was to explore the experiences of nurses in the intersection of north central Kentucky and southern Indiana area transitioning into practice who switched from traditional to virtual education in nursing school during the COVID-19 pandemic. Benner’s novice to expert theory influenced this study by serving as the theoretical framework, as it describes how nurses transition and become more skilled as they gain experience. Two research questions sought to answer how nurses described experiences, dealt with stress and anxiety, and developed critical thinking after completing at least two terms of virtual nursing school during the COVID-19 pandemic. Fifteen nurses who attended nursing school for at least two terms virtually participated in semi-structured interviews. Data was collected and analyzed through ATLAS.ti by using thematic analysis. Findings suggested that changes to nursing education such as time management training and de-escalation techniques are needed. Nurses need better support and training to improve their transition experience.