ABSTRACT Aim To explore nursing students' experience of how the COVID‐19 pandemic influenced the learning environment in clinical setting and how they responded to the change. Design Qualitative descriptive interview study. Methods Eleven third‐year baccalaureate nursing students from a University College in Northern Denmark participated in individual semi‐structured interviews conducted in the spring 2021. Data analysis was guided by Braun and Clarke's thematic analysis. Results Two themes were generated: ‘A compromised learning environment’ and ‘Adjusting to circumstances and making things work’. Conclusion Students perceived that their learning became secondary and was influenced negatively. Some students' focus shifted from an attention to learning opportunities to managing daily patient care and became hesitant to pose questions that were relevant to their learning. Students faced a dilemma between helping with daily tasks and prioritising their learning needs. Some students adjusted to the circumstances by taking the lead. Others reacted more passively and prioritised helping nurses in managing the daily workload. Implications for the Profession and Patient Care The study highlights that changes in the work environment impact students. Institutions must ensure that students feel a sense of belonging and prioritise time with clinical supervisors for questions and reflection, avoiding situations where practical tasks take priority over learning. Since students manage changes differently, they require tailored support. Impact The study addressed changes in the clinical learning environment caused by the COVID‐19 pandemic. The changes within the environment influenced the students learning negatively. The findings are of relevance to lecturers, supervisors, and academic decision‐makers within nursing education and may guide the planning of clinical placements to better accommodate individual learning needs. Reporting Method The study adheres to the COREQ guidelines. No Patient or Public Involvement This study did not include patient or public involvement in its design, conduct, or reporting.
Thomassen et al. (Mon,) studied this question.