# Exploring Nursing Students’ Experiences of the COVID-19 Period at a Public Nursing College in the Eastern Cape Province of South Africa

## TL;DR

This study examines how the COVID-19 pandemic impacted nursing students' education and well-being in a South African college, highlighting the need for better support systems during public health crises.

## Contribution

The study provides new insights into the effects of public health emergencies on nursing education in resource-limited settings.

## Key findings

- The pandemic disrupted academic progress, clinical training, and well-being of nursing students.
- Institutional unpreparedness and lack of support were major issues during the crisis.
- The study emphasizes the need for holistic support systems for nursing students during emergencies.

## Abstract

Public health relevance—How does this work relate to a public health issue?
The research explored how the disruptions caused by COVID-19 affected the education, well-being, and professional development of nursing students, who represent a critical component of the future health workforce. This study contributes to a deeper understanding of how education and training are affected by public health emergencies, particularly in resource-constrained settings.

The research explored how the disruptions caused by COVID-19 affected the education, well-being, and professional development of nursing students, who represent a critical component of the future health workforce. This study contributes to a deeper understanding of how education and training are affected by public health emergencies, particularly in resource-constrained settings.

Public health significance—Why is this work of significance to public health?
This study contributes to the limited body of observed evidence detailing how disruptions to nursing education can extend beyond academic challenges to influence health workforce preparedness, professional confidence, and long-term health system capacity in rural provinces such as the Eastern Cape Province.

This study contributes to the limited body of observed evidence detailing how disruptions to nursing education can extend beyond academic challenges to influence health workforce preparedness, professional confidence, and long-term health system capacity in rural provinces such as the Eastern Cape Province.

Public health implications—What are the key implications or messages for practitioners, policy makers and/or researchers in public health?
This research has important implications for public health policy, health workforce planning, and nursing education reform. The study highlights the need to strengthen health workforce education systems, importance of investing in digital infrastructure and blended learning systems and the need to integrate comprehensive mental health and wellness support services for nursing students.

This research has important implications for public health policy, health workforce planning, and nursing education reform. The study highlights the need to strengthen health workforce education systems, importance of investing in digital infrastructure and blended learning systems and the need to integrate comprehensive mental health and wellness support services for nursing students.

Introduction: The COVID-19 pandemic significantly disrupted the functioning of the health system, including nursing education, particularly within resource-constrained contexts such as in South Africa. This study explored the lived experiences of nursing students during the COVID-19 period at Lilitha College of Nursing, a public nursing college operating across multiple urban and rural campuses in the Eastern Cape Province of South Africa. Methodology: A qualitative phenomenological design was employed, guided by the Dimensions of Wellness Framework. Purposive sampling was used to recruit a diverse cohort of nursing students who were registered during the period 2020–2022. Semi-structured, one-on-one interviews were conducted with 20 participants between 1 and 31 October 2025, until data saturation was attained. Interviews were audio-recorded, transcribed, translated verbatim, and analysed manually using the six phases of thematic analysis. Results: The findings revealed that the COVID-19 pandemic severely affected nursing students’ academic progress, mental and physical health, clinical training, and overall well-being, revealing institutional unpreparedness and gaps in support during crisis conditions. Conclusions: The study highlights the need for fair, holistic, and crisis-ready support systems to protect nursing students’ well-being and learning during future emergencies.