ArticleHealth SA = SA Gesondheid2025
Registered nurses' experiences regarding clinical virtual learning during COVID-19 in Gauteng.
Article in Health SA = SA Gesondheid, 2025. 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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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.
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Authors and funding
3 authors.
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Abstract
Background: Virtual clinical learning variedly impacted newly registered nurses' confidence. For some, it led to a lack of confidence in performing specific procedures, while for others, effective virtual learning fostered a high confidence level. This dynamic is likely to be even more complex when newly qualified nurses transition from education to practice, as healthcare facilities have high expectations, anticipating a certain level of knowledge and competence despite the challenges posed by coronavirus disease 2019 (COVID-19). Aim: The study explored newly registered nurses' virtual experiences of learning clinical skills during COVID-19 and its impact on their transition into professional practice in the Tshwane District of Gauteng province in South Africa. Setting: The study was conducted in two selected hospitals in the Tshwane District of Gauteng province. Methods: Using unstructured interviews, a qualitative exploratory, descriptive and contextual design was executed to collect data. Purposive and snowballing sampling were utilised to reach to the sample of 12 registered nurses. Results: Three themes emerged in this study, namely: (1) Impact of virtual learning on confidence in clinical practice, (2) Challenges of transitioning from virtual learning to practical application and (3) Recommendations for enhancing virtual learning in nursing education. Conclusion: The study revealed both potential benefits and drawbacks of virtual clinical teaching on registered nurses' transition into professional practice. Contribution: The findings may guide strategies to help nursing education institutions design virtual learning that ensures competent, practice ready nurses.
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