Purpose: This study aimed to explore the practical experience of nursing graduates through a clinical practicum alternative program during the COVID-19 pandemic. Methods: Participants in this study comprised sixteen students who had gone through clinical field practice and clinical alternative programs during 4 semesters at nursing college. Data were collected through individual in-depth interviews and analyzed via the phenomenological research method developed by Colaizzi. Results: From the meaningful statements offered by the participants, six theme clusters emerged: (a) interest in new experiences, (b) practice that doesn’t feel like practice, (c) limits on yourself, (d) ambivalence about alternative programs, (e) longing for vivid clinical settings, and (f) choice in an unavoidable situation. Conclusion: This study provides a profound understanding of the practical experiences of nursing students during the COVID-19 pandemic situation about the clinical practicum alternative program. Based on this study, it is necessary to determine how students who have participated in the implementation of the clinical practice alternative program are adapting to the actual field as nurses. It is also necessary to develop various programs that reflect the needs of students and utilize technologies such as virtual reality, augmented reality, and metaverse along with current teaching methods.

Purpose: This study explored the reflective experiences of nursing students through online clinical nursing practicum education. Its specific aims were to identify the reflection experiences that these students subjectively perceive as alternative learning for their clinical practicum because of COVID-19 situations and to identify the strengths and weaknesses of these reflective experiences. Methods: In-depth interviews were conducted face-to-face or by phone with 18 fourth-year nursing students from June to October 2021. Data were analyzed using a thematic analysis. Results: The following five themes were identified: (1) looking back and rethinking, (2) applying memories to prepare for the future practicum, (3) requiring efforts to seek and consider real knowledge, (4) using benefits from emotional relaxation and repetition, and (5) limitations of habitual writing without deep thinking. Conclusion: The results of this study suggest the need for the development of an online practical education that vividly reflects the diverse and practical clinical world, which enables the acquisition of new knowledge and changes while actively receiving support, if possible, in the difficult reflection process experienced by nursing students through a mutual communication method involving faculty and students.

Purpose: This study examined the effects of simulation-mixed maternity nursing practicum on learning attitude, learning satisfaction and clinical practice performance in nursing students. Methods: One group, pre-post design, was utilized with 64 students. The simulation-mixed maternity nursing practicum consisted of intrapartum and postpartum care. Results: The learning attitude and learning satisfaction scores in maternity nursing care showed a significant change in the post-test (t=-5.92, p <.001, t=-7.35, p <.001) and enhanced clinical practice performance. Conclusion: The simulation-mixed maternity nursing practicum was useful in improving the learning attitude and learning satisfaction and clinical practice performance for maternity nursing practicum in nursing students. In conclusion, We recommend for simulation-mixed maternity nursing practicum to increase clinical practice performance of the students.