Nursing Students’ Experiences With Distance Learning During the COVID‐19 Pandemic: A Qualitative Analysis

Background: The COVID‐19 pandemic has disrupted educational systems worldwide, including higher education systems. In response to the public health crisis, many universities had to transition to online learning platforms to ensure the safety of students and faculty members. This study aims to explore and describe in depth how nursing students experienced distance learning during the COVID‐19 pandemic. Methods: A conventional content analysis design was employed. Using purposive sampling, 24 nursing students were recruited and interviewed in depth via semistructured interviews. The data were analyzed via Zhang and Wildemuth’s (2009) content analysis until the data saturation point was reached. Results: The following five main themes emerged: (1) a chaotic educational environment; (2) a lack of active interaction and engagement; (3) students’ unfamiliarity with academic skills and behaviors; (4) unripe virtual evaluation; and (5) self‐management of learning. Conclusion: The findings highlight that improving technology infrastructure, training faculty in virtual pedagogy, and fostering active engagement in online environments are critical to enhancing nursing education. Policymakers must prioritize equitable access to digital tools, particularly for students in rural or low‐income settings, to ensure inclusive learning opportunities.