ArticleBMC medical education2026
Lessons learned from adapting the nursing practicum during the Covid-19 pandemic: a qualitative study.
Article in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundAt the end of internships, students do not feel fully qualified to work as nurses due to a lack of confidence. However, during the COVID-19 pandemic, students worked as healthcare aide providing basic health assistance under the supervision of a nurse. This study aimed to explore the learning experiences of fourth-year nursing students who worked under healthcare aide contracts during the COVID-19 pandemic, and how these experiences enabled an effective transition to professional nursing roles.
methodAn exploratory qualitative study using a qualitative content analysis of reflective texts was undertaken. Seventeen fourth-year nursing students (2020-21), who had completed just over 50% of their on-site practicum and had worked as healthcare aides since the second wave of the pandemic, participated. Reflective texts written by students about their experience were collected via email. A qualitative content analysis was used with multiple rounds of coding to ensure consistency and reliability. The COREQ reporting guidelines were used.
findingsTwo main themes appeared: (1) meaningful learning: learning more, deeper, and faster than in internships, and (2) being “almost nurses”. Students reported instances where they felt a significant increase in their clinical decision-making skills due to real-time feedback from mentors.
conclusionsThese findings suggest that integrating more responsibility and team-based learning experiences into nursing practicums could accelerate competency development.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.