코로나19 확진 간호대학생의 자가 격리 경험.
Purpose: The purpose of this study was to explore the self-isolation experiences of nursing students with confirmed COVID-19 infections. Methods: This study used purposive sampling. The participants were 13 nursing students who self-isolated for COVID-19. Data were collected through video conference...
| Publicado en: | Journal of Korean Academy of Psychiatric & Mental Health Nursing (JKPMHN) Vol. 32; no. 2; pp. 175 - 188 |
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| Autor principal: | |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Korean Academy of Psychiatric & Mental Health Nursing
Jun2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=164852408&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 164852408 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 12258482 HC6L jtl: Journal of Korean Academy of Psychiatric & Mental Health Nursing (JKPMHN) issn: 12258482 maglogo: N pubinfo: dt: Jun2023 vid: 32 iid: 2 pid: 93726 pub: Korean Academy of Psychiatric & Mental Health Nursing artinfo: ui: 164852408 164852408 164852408 10.12934/jkpmhn.2023.32.2.175 164852408 ppf: 175 ppct: 13 formats: fmt: @attributes: type: P tig: atl: 코로나19 확진 간호대학생의 자가 격리 경험. aug: au: 손 미 라 affil: 신성대학교 간호학과 부교수 sug: subj: Students, Nursing Psychosocial Factors Social Isolation COVID-19 Pandemic COVID-19 Student Experiences Human Purposive Sample Videoconferencing Grounded Theory Emotions Learning Environment Embarrassment Physical Endurance Hardiness ab: Purpose: The purpose of this study was to explore the self-isolation experiences of nursing students with confirmed COVID-19 infections. Methods: This study used purposive sampling. The participants were 13 nursing students who self-isolated for COVID-19. Data were collected through video conference interviews and analyzed using grounded theory methods. Results: The 14 categories that emerged were analyzed by fitting them into a paradigmatic model. The central phenomenon was "emotional challenges of self-isolation". The action/interaction strategies were "adhering to isolation protocols and working to recover", "using the time as an opportunity to recharge and grow", "making up for classroom deficits", and "envisioning a future nurse". The core category was "focusing on what I can do now to avoid falling behind". This process was characterized by stages of embarrassment, instability, endurance, and resilience. Conclusion: Missed classes due to self-isolation may contribute to student anxiety and depression, and educators should continue to make efforts to protect learning rights. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: Korean refInfo: holdings: @attributes: islocal: N |
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