The Impact of COVID-19 on K–12 Students: A Qualitative Phenomenological Study on School Nurses’ Lived Experiences
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Abstract
South Carolina school nurses faced challenges during the COVID-19 pandemic, which led to student support concerns in the present. The problem is school nurses are required to respond to the emotional, behavioral, psychological, and developmental needs of K–12 students brought on by the COVID-19 pandemic. Little to no data have been collected on K–12 student developmental issues resulting from COVID-19 or school nurses’ roles in resolving them, leaving a gap in the literature. The purpose of this qualitative descriptive phenomenological study was to explore the lived experiences of South Carolina school nurses in meeting the needs of K–12 students during and after the COVID-19 pandemic. The study captured school nurses’ perceptions of their response to the emotional, behavioral, psychological, and developmental impacts of physical and social distancing and isolation on K–12 students during and after the pandemic. Three research questions guided the study. The theoretical framework supporting the study was formed from Maslow's hierarchy of needs and Erickson's stages of psychological development theories. Fifteen participants, full-time school nurses who worked in South Carolina private or public schools between November 2019 and August 2023, were selected for the study. Thematic analysis was used to identify three major themes related to the pandemic: (a) isolation and social distancing, (b) behavioral and emotional impact, and (c) developmental impact. Findings indicated school nurses require support from school administrators to be provided with sufficient time and resources to plan and execute tasks and to customize their services to meet the specific needs of individuals and their communities.