Abstract
Since the coronavirus disease 2019 (COVID-19) pandemic, the world has faced many challenges, including lockdowns and disruptions to various nursing education programmes. Consequently, higher education institutions (HEIs) were compelled to transition to online learning to continue teaching and learning activities. Nursing students had to cope with the abrupt shift from traditional to Internet-based learning platforms. Some student nurses reported significant challenges regarding technological resources, Internet access and loadshedding, a phenomenon specific to South Africa.
This article aimed to explore and describe technological resource challenges as experienced by student nurses in a HEI in Gauteng.
The setting was an institution of higher learning offering nursing programmes leading to undergraduate and postgraduate qualifications.
A qualitative, descriptive, exploratory and contextual design with a phenomenological approach was used. The population consisted of postgraduate students who were exposed to online learning. A purposive sampling method was used. Unstructured, face-to-face and virtual individual phenomenological interviews were used to collect data. Data saturation was reached at the tenth (
= 10) participant. Braun & Clarke's thematic data analysis method was used. Lincoln and Gubas's strategies and authenticity were used to ensure trustworthiness while observing ethical considerations throughout.
Four themes were identified under the technological resource challenges as experienced by student nurses: loadshedding, connectivity, digital skills and not having a computer.
Online teaching and learning is an essential phenomenon in the 4th Industrial Revolution era; however, students face different challenges that nurse educators need to consider.
This study contributes to the information on how the online experience of diverse students who have challenges can be improved.