ArticleInternational journal of qualitative studies on health and well-being2026
From crisis to commitment: nursing students' sense of belonging during and immediately after the covid-19 pandemic.
Article in International journal of qualitative studies on health and well-being, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundFollowing the COVID-19 pandemic, global health systems continue to face strain. Understanding how crises shape professional development is vital for strengthening nursing education and sustaining the workforce. This study explored how nursing students in the Kingdom of Saudi Arabia maintained their sense of belonging to the nursing profession after the pandemic and how these experiences affected their career decisions.
methodsAn exploratory, descriptive, and qualitative design was adopted using semi-structured interviews. Using purposive sampling, eight undergraduate and postgraduate nursing students from various Saudi universities participated in semi-structured interviews conducted via Zoom. Data were analyzed using thematic analysis.
resultsThree themes and five subthemes were identified from the participants' experiences. The themes included social recognition and appreciation, psychological impact of the pandemic, professional identity, and career orientation. These themes were interrelated and encompassed the social, emotional, and professional dimensions of the participants' experiences. These dimensions often overlap, illustrating how the COVID-19 pandemic has shaped students' sense of belonging, emotional strength, and commitment to nursing.
conclusionThe COVID-19 pandemic had a transformative impact on Saudi nursing students' professional identities, resilience, and sense of belonging. Despite disruptions, students demonstrated adaptability, ethical commitment, and a broadened view of nursing as a socially impactful and multifaceted profession. Thus, incorporating structured mentorship, emotional support, and inclusive learning environments in nursing education, which foster professional identity during and after the easing of pandemic restrictions and other crisis conditions is crucial. Future research should investigate these dynamics across a broader range of institutional and cultural contexts to develop resilient and inclusive nursing education models.
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