The Listening Project: A Qualitative Study on the Experiences of Pre-Registered Nurses During the COVID-19 Pandemic in Scotland

Background: During the COVID 19 pandemic academic institutes worldwide were forced to shift to online or socially distanced learning. Nursing students faced unique challenges due to the limited practical learning environment and removal of supernumerary status to meet increased pressure on health care resources. Aim: To explore the experiences and perceptions of pre-registered nurses in relation to their university education during the COVID-19 pandemic. Methods: Underpinned by Lizzio’s (2006) five senses of student success model, a novel qualitative approach using peer-to-peer discussion was utilized to explore the experiences of pre-registered nurses during the COVID-19 pandemic. Students who were on their second and final year in the nursing program were invited to participate. Interviews were conducted and transcribed using an online meeting platform. Data were analysed using the five main stages of framework analysis. Results: Eleven peer-to-peer discussion with 22 students were conducted. The five themes were linked with the five senses student success model: capability, connectedness, purpose, resourcefulness, and culture. Six sub-themes emerged in the data: confidence and learning process, building relationships, communication, student as health professional and mental health consequences of COVID-19 pandemic. Conclusion: Whilst there was strength in university provision, the pandemic was an opportunity for students and academics to reflect and learn about how to further support students thereby building programme resilience and enhancing student support processes. University strategies should include concepts of transition, pandemic preparedness, collaboration with professional partners, and provision of catch-up sessions to analyse gaps on their skills and knowledge.