CLINICAL PLACEMENT AMIDST THE
COVID-19 PANDEMIC: AN EXPLORATION OF NURSING STUDENTS' EMOTIONAL EXPERIENCES AND
RESPONSE STRATEGIES
Rina
Rosmawati, Gilny Aileen Joan Rantung*
Universitas Advent Indonesia
Email: [email protected]*
|
KEYWORDS Clinical placement,
Coping strategies, Covid-19 pandemic, Emotional experiences, Nursing students |
ABSTRACT The nursing education and clinical placement programs, along with
healthcare systems globally, have been substantially affected by the Covid-19
pandemic. This study explores the emotional experiences and response
strategies of nursing students during clinical placement amidst the Covid-19
pandemic in Indonesia. Fourteen nursing students in their final year
participated in the study. The study identified two main themes and
associated subthemes: emotional responses (including fear, anxiety,
uncertainty, and confidence) and coping strategies (including maintaining
physical health, adhering to safety protocols, maintaining a positive
outlook, nurturing spiritual well-being, and building self-confidence). The
emotional responses highlight the challenges faced by nursing students during
clinical placement, particularly fear and anxiety about contracting the
virus, uncertainty, and confusion. However, some students also felt confident
in their ability to navigate the challenges of clinical placement and had a
sense of duty and purpose in serving their patients during the pandemic.
Coping strategies employed by nursing students included maintaining physical
health, adhering to safety protocols, maintaining a positive outlook,
nurturing spiritual well-being, and building self-confidence. The study
underscores the importance of recognizing and addressing the emotional impact
of the pandemic on nursing students and the need for effective support
mechanisms to help them cope with the challenges of clinical practice.
Educational programs that promote mental health and well-being and practical
training on infection control and safety protocols can help nursing students
cope with the challenges of clinical placement during pandemics. |
INTRODUCTION
The Covid-19 pandemic has significantly impacted healthcare systems
worldwide, including nursing education and clinical placement programs (WHO,
2021). Nursing students have been particularly affected, as they are required
to undertake clinical placements to gain practical experience, but also face
increased risks of exposure to the virus in healthcare settings (Barisone
et al., 2022). As a result, nursing
students' emotional experiences and response strategies during clinical
placement amidst the Covid-19 pandemic have become an area of growing interest
for healthcare professionals and nursing educators (Al-Rawajfah
et al., 2022; Alcalá-Albert et al., 2022).
Nursing students play a critical role in healthcare, and their clinical
placement experiences are essential for their professional development.
However, the pandemic has disrupted traditional clinical placement programs,
leaving nursing students to face a new reality in clinical practice. The
Covid-19 pandemic has presented numerous challenges for nursing students
worldwide, particularly those undertaking clinical placement programs (Barrett,
2022; Dempsey, Gaffney, Bracken, Tully, Corcoran, McDonnell-Naughton, et al.,
2023). Due to the highly
contagious nature of Covid-19, healthcare settings have become high-risk
environments for transmission. This has resulted in a reduced number of
available clinical placement sites and the need to adapt to new safety
protocols and guidelines to mitigate the spread of the virus (WHO,
2020). Nursing students have
faced unique challenges due to the pandemic, such as limited access to personal
protective equipment (PPE), inadequate training on infectious disease control,
and increased stress and anxiety levels (Ulenaers
et al., 2020). These challenges have
led to disruptions in nursing education and clinical placement programs, with
many nursing schools having to adjust their curriculums to ensure the safety of
their students and patients (Agu
et al., 2021; Liesveld et al., 2021).
Nursing students in Indonesia have faced unique challenges, including
limited resources and the lack of preparedness for handling infectious
diseases, which has resulted in increased stress and anxiety levels (Susmarini
et al., 2022). Zendrato
and Hiko's (2021)
review reported several challenges faced by nursing students during their
clinical placements during the Covid-19 pandemic in Indonesia. These included
fear of contracting the virus, limited clinical exposure, and reduced access to
clinical resources. Additionally, Manik
et al. (2022) found increased anxiety
and stress levels among nursing students during the pandemic and recommended
the use of virtual clinical simulations as an alternative to actual clinical placement.
However, many believe that virtual clinical placement cannot fully replace the
experiential learning that occurs in real clinical placements (Barisone
et al., 2019; Roberts et al., 2019).
The emotional impact of the pandemic on nursing students' clinical placement
experiences has become an area of concern for healthcare professionals and
nursing educators, as it can affect students’ professional development and
well-being (Al-Rawajfah
et al., 2022; Alcalá-Albert et al., 2022). Previous studies have explored the emotional experiences of healthcare
professionals during the pandemic, but few have specifically focused on nursing
students' experiences during clinical placement (Bozdağ
& Ergün, 2021; Magill et al., 2020). Therefore, this study aimed to fill this gap in the literature by
exploring nursing students' emotional experiences and response strategies
during clinical placement amidst the Covid-19 pandemic in Indonesia.
RESEARCH METHOD
A qualitative exploratory investigation was undertaken based on
Sandelowski's proposal (Sandelowski,
2010). In addition, the
interpretive theoretical framework served as the basis for this investigation
(Creswell & Poth, 2018). Human behavior is meaningful when viewed from an
interpretive perspective, and the purpose of research is to get knowledge of
how individuals react to and comprehend the significance of social phenomena (Creswell
& Poth, 2018).
The objective of utilizing qualitative methodology is to comprehend complex
phenomena and subjective experiences, such as emotions, beliefs, and attitudes (Denzin
& Lincoln, 2011).
The research was carried out in accordance with the consolidated criteria for
reporting qualitative research (COREQ) (Tong
et al., 2007).
Participants were recruited from a nursing school at a university in West Java,
Indonesia, who had completed or were currently undertaking clinical placement
during the pandemic. Data collection was conducted through semi-structured
interviews. The interviews were audio-recorded and transcribed verbatim. The
interviews were conducted in Indonesian, the native language of the
participants, by the research team who were fluent in the language. Interviews
were conducted until data saturation was achieved.
Data analysis followed a conventional qualitative content analysis
approach. The transcripts were read and re-read, and sub-themes were identified
based on the patterns and meanings that emerged from the data. The sub-themes
were then organized into themes, and the data was interpreted in relation to
the research questions. Ethical approval was sought from the Research Ethics
Committee at the researcher's institution. Informed consent was obtained from
all participants, and they were assured of confidentiality and anonymity
throughout the study.
RESULT AND DISCUSSION
The study included 14 nursing students in their final year, whose ages
ranged from 20 to 25 years old, as indicated in Table 1 which displays their
main socio-demographic information. About one-third of the participants had
prior healthcare work experience, with the majority having worked in hospitals
during the pandemic.
Two main themes and associated subthemes were abstracted from the data,
embodying how nursing students attempted to cope with clinical practice during
the Covid-19 pandemic: (1) Emotional responses and (2) Strategies.
Emotional Responses
The first theme, experiences and
emotional responses encompassed the different emotions experienced while
dealing with the challenges of clinical placements during the pandemic. The
participants expressed a range of emotional experiences regarding clinical
practice during the pandemic. They ranged from fear and anxiety to confidence
and a sense of calling to serve. The participants acknowledged that they
experienced anxiety due to the high number of Covid-19 cases:
At first, I gotta admit, I was scared
because Covid-19 was still everywhere, and there were so many cases. I was
really worried that I might catch it too, since it's still so active out there.
(R1))
The Covid-19 pandemic caused a lot of
uncertainty, especially among students who were required to participate in
clinical placements in hospitals. Hearing about the high number of fatalities
from Covid-19 made them feel anxious and scared for their own safety. They
worried that they too might fall victim to the disease. The news of the
pandemic had a profound impact on the students, making them feel apprehensive
and uncertain about their future:
We heard a lot of news about
people dying from Covid, and there were still a lot of cases back then. I was
really scared, scared of getting infected and even dying. (R8)
When the Covid-19 cases were
increasing, I felt very worried. I was scared of getting infected and even
dying from the disease. (R10)
The feeling of concern was not only
experienced by the participants but also by their parents who were worried
about the safety and health of their children during the pandemic:
At first, when we were told
that we had to do our clinical practice during the Covid-19 pandemic, we were
really scared and thought that Covid-19 was super scary. We were freaking out,
and our parents were worried too. (R2)
When the number of Covid
cases started to increase, we were really scared. Our parents were also
worried, they were scared that we might get infected and get sick. They would
constantly call us to check on our health and see if we were doing okay. Some
parents even told their children to take a break from school because they were
worried that they might get infected during clinical placement. (R4)
Due to the lack of clarity and
understanding surrounding Covid-19 at the time, the participating students
experienced confusion regarding the disease and the appropriate actions to take
during their clinical practice in the hospital:
Back then, Covid-19 was
still a new thing and everyone was still trying to figure it out. Even though
we were taught [about Covid-19] by our school, I still felt like I wasn't ready
to do clinical practice during the pandemic. It also made my friends and I
really worried. (R2)
At that time, I didn't feel like
I had enough skills. I felt like there was still a lot of information and
skills that I didn't have and that school didn't provide me with enough to do
clinical practice during the pandemic. I still had a lot of questions in my
mind, especially about my safety. (R10)
Despite the participants not engaging
with, interacting with, or providing hands-on care to Covid-19 positive
patients and those in the Covid-19 isolation room, they maintain apprehension
regarding the potential transmission of Covid-19:
Even though we care for patients in
regular hospital wards, it doesn't mean they're safe. They could have Covid-19
without showing symptoms or get a false negative result. It freaked me out
during my clinical practice, and I thought I'd get infected if I treated a
Covid-19 patient. (R7)
The participants conveyed their uncertainty not only regarding the current
situation but also the tasks that they were expected to undertake. They were
doubtful about their abilities and limitations. Furthermore, the participants
felt that they would not obtain the essential nursing skills during their
clinical placement at that particular time:
Of course, there is some
worry, especially because we can't perform actions that nurses should do
directly with patients. There are specific limitations, and nursing procedures
are now very restricted. (R9)
Our clinical practice is
limited. Moreover, we're not sure what nursing students are allowed to do,
which makes it hard to meet our school's academic requirements. (R6)
A few participants were confident in
their ability to carry out clinical practice at the hospital as they believed
that being young and healthy would prevent them from contracting Covid-19:
I'm not worried or scared at all. I
believe that if we take care of ourselves and have a good support system, then
Covid-19 is not a big threat, especially if we're young and healthy. It's just
a matter of having the right mindset. (R8)
Several participants are motivated to
pursue clinical placement despite the circumstances of the COVID-19 pandemic.
They hold the belief that this undertaking aids in the development of their
capabilities in knowledge acquisition, skill acquisition, and emotional
competencies. They aspire to become professional nurses through this activity in
the future:
As nursing students and
future healthcare workers, we should learn that this pandemic teaches us to be
patient, surrender, and be more professional in our field. We should be able to
work anytime, anywhere, and under any circumstances. We need to take care of
our patients with love and dedication. (R10)
If we want to serve
wholeheartedly, we need to serve without fear of the disease. The most
important thing is that God protects us. This is our way of serving society
during the pandemic. (R4)
Strategies
Strategies referred to the coping
mechanisms that nursing students employed to deal with the challenges posed by
the pandemic during their clinical placement. The participants employed various
strategies to help them manage their anxiety and perform their practices
effectively in the hospital setting. They highlighted the importance of
maintaining health during their clinical placement, maintaining a positive
outlook, adhering to safety protocols, nurturing their spiritual well-being,
and building self-confidence.
Participants maintained their physical
health through various means, such as getting adequate rest, consuming healthy
food, taking vitamins, exercising, and other similar strategies:
If we want to boost our
immunity, we gotta take care of ourselves, you know? That means eating right,
getting enough sleep, taking breaks when we need them, and finding ways to
chill out and de-stress. And when we do feel stressed, we gotta figure out
what's causing it and deal with it head-on. (R2)
To keep our immune system in
top shape, we need to stay active, take our vitamins, and always be on top of
our hygiene game. That means washing our hands, keeping our distance, and
wearing masks whenever we need to. (R3)
If we really wanna give our
immune system a boost, there are some simple things we can do. Getting some sun
is key, and taking vitamin C is also really helpful. Personally, I like to
drink warm water with lemon in the morning, too. And during this whole pandemic
situation, I've been making sure to take more time for myself to relax and
unwind. (R7)
Having a positive outlook was crucial
for participants practicing clinical placement during the COVID-19 pandemic.
Participants realized that having a positive mindset can affect their immunity.
Here are some statements from participants:
You know, when we freak out,
it can really mess with our immune system. So when I heard that I had to do
some practical work at the hospital, I made a conscious effort to stay cool and
collected. I didn't wanna get sick or anything. (R1)
If we wanna boost our immune
system, we gotta shift our focus away from all the stressful stuff that's going
on around us. For me, that means staying focused on my goals of finishing my
education and getting good grades. It helps me stay motivated and gives me
something positive to focus on. (R9)
In addition, participants also realized
and stated that disease prevention must be accompanied by self-protection to
avoid exposure. They used personal protective equipment, washed hands regularly,
and kept a distance to cut off the transmission access:
I try to keep myself safe by
staying away from others, washing my hands a lot, wearing a mask, staying
hydrated, and also trying to keep my mind in check. (R1)
I make sure to wash my hands
frequently, follow all the health protocols, wear a mask, and I even switch to
a new mask every four hours. (R2)
As a nurse, I wear a
long-sleeved uniform, use covers and PPE, and scrub my hands frequently. I
always wash my hands before doing anything, and I wear head protection too.
(R8)
Another strategy used by participants to
deal with anxiety when carrying out practice during the pandemic is through
prayer which was acknowledged as a way to nurture their spiritual well-being.
According to the participants, praying can reduce the anxiety they feel.
when I start freaking out, I
just talk to God and ask Him to keep me healthy and safe from all the COVID-19
craziness and other messed up stuff that we don't want. It's kind of my go-to
move when I need some peace of mind (R7)
I gotta admit, during the
whole COVID thing, I found myself taking more 'me time' than usual - you know,
just chilling by myself and doing my thing. I also started getting closer to
God through prayer and other forms of worship to find some peace and calm
amidst all the craziness. (R3)
The participants made an effort to
cultivate self-confidence as a coping mechanism for managing anxiety and
stress. Self-confidence was identified as one of the strategies employed by the
participants to address these challenges. The participants found that having a
sense of self-assurance allowed them to maintain a sense of control in
uncomfortable situations, such as during clinical practice. It also provided
them with a sense of competence and the belief that they were capable of
handling difficult situations.:
I think if we want to do
better, we gotta believe in ourselves. Personally, I have faith in my
abilities, and I know that with practice and learning, I can really nail
clinical practice and do a great job. (R1)
I think the key to
overcoming it is to boost my self-confidence and be more sure of myself. When
we're nervous or scared, patients can totally sense it, so it's important to
keep a cool head and stay confident. (R6)
Discussion
The present study explored the emotional experiences and response
strategies of nursing students during clinical placement amidst the Covid-19
pandemic. The study identified two main themes and associated subthemes, namely
"Emotional Responses" and "Strategies," which offer
valuable insights into the coping mechanisms employed by nursing students
during this challenging time.
The findings of this study revealed that nursing students experienced a
range of emotional responses during clinical placement amidst the Covid-19 pandemic.
These responses included fear and anxiety, uncertainty, confusion, confidence,
and a sense of being called to serve. Parents' concerns about their children
doing clinical placement was another emotional response identified. This
emotional response highlighted the impact of the pandemic not only on nursing
students but also on their families.
Fear and anxiety were common emotional responses among the participants,
as they were concerned about contracting the virus while performing their
clinical duties (Barisone
et al., 2022; Olufadewa et al., 2020). The uncertainty surrounding the pandemic also contributed to their
anxiety, as they were unsure about what the future held for them (Dewart
et al., 2020; Hussien et al., 2020).
Confusion was also noted as an emotional response, as the rapidly changing
information about the pandemic left some nursing students feeling uncertain and
unsure about what to do (Ulenaers
et al., 2020).
However, not all emotional responses were negative. Confidence and a sense
of being called to serve were also identified as emotional responses. Some
nursing students felt confident in their ability to navigate the challenges of
clinical placement amidst the pandemic (Hussien
et al., 2020), while others felt a
sense of duty and purpose in serving their patients during this difficult time.
Similarly, Uzunbacak
et al. (2022) reported that nurses who
perceived their job as significant, had a desire to serve humanity, and found
their work to be meaningful also expressed a sense of calling.
These emotional responses underscore the challenges that nursing students
faced during clinical placement amidst the Covid-19 pandemic. The concerns of parents
also highlight the impact of the pandemic on the families of nursing students.
It is important for healthcare organizations to recognize and address the
emotional impact of pandemics on nursing students and their families to ensure
that they receive the support they need.
The emotional responses identified in this study are consistent with
previous research highlighting the psychological impact of pandemics on
healthcare workers. For example, Deng
and Naslund (2021),
found that healthcare workers in low- and middle-income countries experienced
anxiety, fear, and uncertainty during the Covid-19 pandemic. The emotional
responses identified in this study underscore the importance of addressing the
psychological well-being of nursing students during pandemics to ensure that
they are able to cope with the challenges of clinical placement effectively.
In response to these emotional challenges, nursing students employed a
variety of coping strategies during clinical placement. The strategies included
maintaining physical health during clinical placement (Maben et al., 2020),
adhering to safety protocols (Dempsey
et al., 2023), maintaining a positive
outlook (Roca
et al., 2021), nurturing spiritual
well-being (Savitsky
et al., 2020), and building
self-confidence (Aslan
& Pekince, 2021; Barisone et al., 2022). These strategies were found to be effective in helping nursing students
manage their emotional responses and maintain their well-being during clinical
placement amidst the Covid-19 pandemic.
The findings of this study highlight the importance of providing nursing
students with adequate support and resources to cope with the emotional
challenges of clinical placement during pandemics. Educational programs that
promote mental health and well-being (Labrague,
2022) and practical training
on infection control and safety protocols (Kim
et al., 2020) can help nursing
students feel more confident and prepared to deal with the challenges of
clinical placement amidst pandemics.
In conclusion, this study provides important insights into the emotional
experiences and response strategies of nursing students during clinical
placement amidst the Covid-19 pandemic. The findings suggest that nursing
students faced a range of emotional challenges during this time, and employed
various coping strategies to manage their emotional responses. Future research
should explore the effectiveness of these coping strategies in promoting mental
health and well-being among nursing students during pandemics.
This study has some limitations that should be considered when
interpreting the results. Firstly, the sample size was relatively small, which
may limit the generalizability of the findings to other nursing student
populations. Secondly, the study only focused on the experiences of nursing
students during clinical placement and did not explore the experiences of other
healthcare professionals. Finally, the study was conducted during a specific
time period and may not reflect the experiences of nursing students during
different phases of the pandemic.
Despite the limitations, this study has several strengths. Firstly, the
use of a qualitative descriptive design allowed for an in-depth exploration of
nursing students' emotional experiences and response strategies. Secondly, the
study used purposive sampling to recruit participants who had completed clinical
placement during the pandemic, providing a rich and diverse sample. Finally,
the thematic analysis approach employed in this study allowed for the
identification of clear themes and subthemes related to nursing students'
emotional experiences and response strategies, providing valuable insights into
the coping mechanisms employed by nursing students during the pandemic.
CONCLUSION
This qualitative study revealed two main themes and associated subthemes
that encapsulated how nursing students dealt with clinical placement during the
Covid-19 pandemic: emotional responses (including fear, anxiety, uncertainty,
and confidence) and strategies (including maintaining physical health, adhering
to safety protocols, maintaining a positive outlook, nurturing spiritual
well-being, and building self-confidence). The findings highlight the
importance of recognizing and addressing the emotional impact of the pandemic
on nursing students and the need for effective support mechanisms to help them
cope with the challenges of clinical practice.
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Copyright holders:
Rina Rosmawati,
Gilny Aileen Joan Rantung (2023)
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Devotion - Journal of Research and Community Service
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