# Clinical Practice of Nursing Students in South Korea’s Community Treatment Centers During COVID-19: A Descriptive Phenomenological Study

## TL;DR

This study explores how nursing students in South Korea experienced clinical practice at community treatment centers during the pandemic, highlighting their growth and challenges.

## Contribution

The study provides new insights into the transformative impact of pandemic-related clinical experiences on nursing students’ professional identity and resilience.

## Key findings

- Students experienced transformative growth through immersive clinical practice in quarantine settings.
- They learned to endure uncertainty and emotional turmoil while adapting to challenging conditions.
- The experience helped students reconcile vulnerability with professional responsibility and fostered pride in their role during a crisis.

## Abstract

Background/Objectives: This study explored the lived experiences of nursing students in South Korea who participated in clinical practice at Community Treatment Centers (CTCs) during the COVID-19 pandemic. Methods: This study was designed as a qualitative study and applied Colaizzi’s descriptive phenomenology. Semi-structured interviews were conducted with ten nursing students who practiced at CTCs for three to four weeks. Data were analyzed through Colaizzi’s seven procedural steps to derive the essential structure of their experience. Data saturation was achieved, and methodological rigor criteria were applied. Results: Four overarching themes emerged: (1) transformative growth through immersive clinical practice in quarantine; (2) enduring and adapting to uncertainty and emotional turmoil; (3) reconciling vulnerability and responsibility as future professionals; and (4) validation and pride in becoming visible during a national crisis. Conclusions: The study revealed that CTC practice constituted a transformative learning experience that enhanced students’ professional identity and resilience in disaster situations. Findings highlight the need to integrate disaster ethics and psychosocial preparedness into undergraduate nursing curricula.