| Sumario: | Background: College students are recognized as having high levels of stress, anxiety and worry. Students preparing for health science careers have been identified as being subject to more stress and anxiety than other groups studying at colleges and universities. Curriculum modifications imposed during the COVID-19 pandemic have altered traditional forms of course delivery potentially affecting this vulnerable group. Objective: (1) To determine the effects of a modified respiratory care curriculum on the perceptions and experiences of respiratory care students. (2) To explore the career expectations and future plans of respiratory care students in the context of pandemic-related occupational stress. Methods: Ten senior-level respiratory care students enrolled in a Commission on Accreditation for Respiratory Care (CoARC) accredited bachelor degree entry-level were recruited for the qualitative study. Descriptive phenomenology was chosen as a framework for the research because of its emphasis on the lived experience. Data were generated using an interview technique guided by unstructured and semi-structured questions. Interviews were transcribed and coded. During the transcript review process, meanings were formulated for each statement and then organized into theme clusters. Results: Three themes were extracted from the data: (1) Facing up to challenges and loss: (2) Learning to adjust: and (3) Career affirmation. Conclusions: Participants described challenges related to understanding and accessing modified course content, a sense of isolation and disconnect, lack of motivation, and fears surrounding the pandemic. Students expressed satisfaction with some elements of the modified curriculum but still preferred the traditional model. Discussions with participants revealed that the clinical experience during the COVID-19 pandemic helped to confirm their career choice and served as a motivator to enter into clinical practice.
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