Abstract
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.
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