Repercussions of the COVID-19 pandemic on Nursing training: A Scoping Review

this is a Scoping Review, guided by the recommendations set forth in the Joanna Briggs Institute Reviewer’s Manual and carried out in 15 electronic databases and theses and dissertations repositories. The protocol was registered at the Open Science Framework. The data were analyzed and synthesized into two pre-established analysis categories: positive and negative repercussions; and descriptive statistics.

Results:

33 publications identified, the most cited positive aspects were the development of new teaching strategies adapted to the virtual environment and the training of future professionals in clinical practice in the context of a health crisis. The negative repercussions are related to psychological issues such as increase in the cases of anxiety, stress and loneliness among the students.

Conclusion:

the diverse evidence suggests that remote teaching was a timely emergency way out for the continuity of academic training; however, this educational modality presented positive and negative aspects that need to be rethought for a better systematization of teaching-learning in other contexts that resemble the COVID-19 pandemic.

Descriptors:
Nursing; Education, Nursing; Teaching; Education, Distance; Pandemics; COVID-19

Highlights:

(1) This review mapped the diverse scientific evidence about the repercussions imposed by the pandemic on Nursing training.

(2) It also highlighted the positive and negative repercussions of the pandemic on Nursing training.

(3) It evidenced the importance of Nursing training in the pandemic context.

(4) Finally, it pointed out teachers’ training for remote teaching in Nursing.

Databases	Search terms
LILACS	#1– enfermagem AND educação em enfermagem AND pandemias #2– enfermagem AND educação à distância AND pandemias
Science Direct in the CAPES Thesis and Dissertation Catalog and in Teses e Dissertações da América Latina, in DIVA, in ERIC, in TROVE, in DART, in ETD, and in SCOPUS	#1– nursing AND nursing education AND pandemics #2– nursing AND distance education AND pandemics
SCOPUS	#1– ALL (nursing) OR (nursing, students OR nursing, practice OR mentors) AND (education nursing) OR (professional education OR distance education OR nursing education research) AND (pandemics) OR (SARS-CoV-2 OR COVID-19 virus infection). #2 –ALL (nursing) OR (nursing, students OR nursing, practice OR mentors) AND (distance education) OR (education nursing OR professional education OR nursing education research) AND (pandemics) OR (SARS- CoV-2 OR COVID-19 virus infection)
Search strategy for the other databases	#1– nursing (nursing, students OR nursing, practice OR mentors) AND education nursing (professional education OR distance education OR nursing education research) AND pandemics (SARS-CoV-2 OR COVID-19 virus infection). #2– nursing (nursing, students OR nursing, practice OR mentors) AND distance education (education nursing OR professional education OR nursing education research) AND pandemics (SARS-CoV-2 OR COVID-19 virus infection)

ID^* * ID = Identification;	Reference	Country	Type of study	Positive repercussions of the pandemic on Nursing training	Level of Evidence
A1^† † A = Article;	Warshawsk S.(¹⁵15. Warshawski S. Academic self-efficacy, resilience and social support among first-year Israeli nursing students learning in online environments during COVID-19 pandemic. Nurse Educ Today. 2022; 110: 105267. https://doi.org/10.1016/j.nedt.2022.105267 https://doi.org/10.1016/j.nedt.2022.1052... )	Israel	Cross-sectional	Resilience and social support from family members and friends.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A2^† † A = Article;	Saab MM, Hegarty J, Murphy D, Landers M.(¹⁶16. Saab MM, Hegarty J, Murphy D, Landers M. Incorporating virtual reality in nurse education: a qualitative study of nursing students’ perspectives. Nurse Educ Today. 2021; 105 (105045): 1-7. https://doi.org/10.1016/j.nedt.2021.105045 https://doi.org/10.1016/j.nedt.2021.1050... )	Ireland	Qualitative and descriptive	New, inclusive and participatory learning environment.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A3^† † A = Article;	Kalanlar B.(¹⁷17. Kalanlar B. Nursing education in the pandemic: A cross-sectional international study. Nurse Educ Today. 2021; 108 (105213): 1-6. https://doi.org/10.1016/j.nedt.2021.105213 https://doi.org/10.1016/j.nedt.2021.1052... )	Turkey	Cross-sectional	The participants believe that the good results of the Nursing program were achieved by means of education at a distance.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A4^† † A = Article;	Shorey S, Ang E, Baridwan NsS, Bonito SR, Dones LBP, Flores JLA, et al. (¹⁸18. Shorey S, Ang E, Baridwan NS, Bonito SR, Dones LBP, Flores JLA, et al. Salutogenesis and COVID-19 pandemic impacting nursing education across SEANERN affiliated universities: A multi-national study. Nurse Educ Today. 2022; 110 (105277): 1-9. https://doi.org/10.1016/j.nedt.2022.105277 https://doi.org/10.1016/j.nedt.2022.1052... )	Multicenter	Qualitative and descriptive	The participants were satisfied because it was more comfortable and for the possibility of studying at their homes with the new teaching modalities; good social well-being levels.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A5^† † A = Article;	Kunaviktikul W, Ang E, Baridwan NS, Bernal AB, Dones LBP, Flores JL, et al.(¹⁹19. Kunaviktikul W, Ang E, Baridwan NS, Bernal AB, Dones LBP, Flores JL, et al. Nursing students’ and faculty members’ experiences of online education during COVID-19 across Southeast Asia: A Photovoice study. Nurse Educ Today. 2022; 111: 105307. https://doi.org/10.1016/j.nedt.2022.105307 https://doi.org/10.1016/j.nedt.2022.1053... )	Multicenter	Qualitative and descriptive	The students rated on-line education as appropriate, good and valuable; new sources of resilience; reaffirmation of the choice of Nursing as a profession; convenience of remote learning; reassessment of teaching pedagogies.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A6^† † A = Article;	Canet-Vélez O, Botigué T, Lavedán Santamaría A, Masot O, Cemeli T, Roca J.(²⁰20. Canet-Vélez O, Botigué T, Lavedán Santamaría A, Masot O, Cemeli T, Roca J. The perception of training and professional development according to nursing students as health workers during COVID-19: A qualitative study. Nurse Educ Pract. 2021; 53: 103072. https://doi.org/10.1016/j.nepr.2021.103072 https://doi.org/10.1016/j.nepr.2021.1030... )	Spain	Qualitative and descriptive	The students were able to notice the gaps resulting from the training process and that were necessary to face the crisis; valuing nurses’ skills and competencies.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A7^† † A = Article;	Godbold R, Whiting L, Adams C, Naidu Y, Pattison N. (²¹21. Godbold, R, Whiting L, Adams C, Naidu Y, Pattison N. The experiences of student nurses in a pandemic: A qualitative study. Nurse Educ Pract. 2021; 56: 103186. https://doi.org/10.1016/j.nepr.2021.103186 https://doi.org/10.1016/j.nepr.2021.1031... )	United Kingdom	Qualitative and descriptive	Possibility of a clinical experience during the pandemic crisis; development of autonomy and self-confidence by the students; learning new skills and updates.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A8^† † A = Article;	Zaragoza-García I, Ortuño- Soriano I, Posada-Moreno P, Sánchez-Gómez R, Raurell- Torredà M.(²²22. Zaragoza-García I, Ortuño-Soriano I, Posada-Moreno P, Sánchez-Gómez R, Raurell-Torredà M. Virtual Simulation for Last-Year Nursing Graduate Students in Times of Covid-19: A Quasi-Experimental Study. Clin Simulation Nurs. 2021; 60: 32-41. https://doi.org/10.1016/j.ecns.2021.07.003 https://doi.org/10.1016/j.ecns.2021.07.0... )	Spain	Quasi-experimental	Development of a virtual reality environment to assist in the students’ training process; using this technology promoted an improvement in the acquisition of knowledge and skills by means of a training program.	III^§ § III = Evidence from analytical studies, controlled clinical trials without randomization, cohort, case-control, quasi-experimental studies(12)
A9^† † A = Article;	Park J, Seo M.(²³23. Park J, Seo M. Influencing Factors on Nursing Students’ Learning Flow during the COVID-19 Pandemic: A Mixed Method Research. Asian Nurs Res. 2021; 16 (1): 35-44. https://doi.org/10.1016/j.anr.2021.12.006 https://doi.org/10.1016/j.anr.2021.12.00... )	South Korea	Mixed and sequential	The online classes allowed the students to choose the learning time and place; they also allowed repeating the classes; the students were forced to self-regulate their learning.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A10^† † A = Article;	Nodine PM, Arbet J, Jenkins PA, Rosenthal L, Carrington S, Purcell SK, et al.(²⁴24. Nodine PM, Arbet J, Jenkins PA, Rosenthal L, Carrington S, Purcell SK, et al. Graduate nursing student stressors during the COVID-19 pandemic. J Prof Nurs. 2021; 37 (4): 721-8. https://doi.org/10.1016/j.profnurs.2021.04.008 https://doi.org/10.1016/j.profnurs.2021.... )	United States of America	Cohort	More resilience; possibility of attending classes from the students’ homes.	III^§ § III = Evidence from analytical studies, controlled clinical trials without randomization, cohort, case-control, quasi-experimental studies(12)
A11^† † A = Article;	Scorsolini-Comin F, De Melo LP, Rossato L, Gaia RDSP.(²⁵25. Scorsolini-Comin F, Melo LP, Rossato L, Gaia RDSP. Educação a distância na formação em enfermagem: reflexões sobre a pandemia da covid-19. Rev Baiana Enferm. 2020; 34: e36929. https://doi.org/10.18471/rbe.v34.36929 https://doi.org/10.18471/rbe.v34.36929... )	Brazil	Reflection	The pandemic as an element to reheat the debate on remote Nursing training, critically and based on evidence.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A12^† † A = Article;	Bastos MC, Canavarro DA, Campos LM, Schulz RS, Santos JB, Santos CF.(²⁶26. Bastos MC, Canavarro DA, Campos LM, Schulz RS, Santos JB, Santos CF. Emergency remote teaching in Nursing Graduation: experience report during Covid-19. Rev Min Enferm. 2020; 24 (e-1335). https://doi.org/10.5935/1415.2762.20200072 https://doi.org/10.5935/1415.2762.202000... )	Brazil	Experience report	Teachers’ training on the use of online platforms; approach by the course coordination to the students; elaboration of new methodologies adapted to the context.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A13^† † A = Article;	Rodrigues PS, Marin MJS, Souza AP, Grandin GM, Almeida KRV, Oliveira CSR.(²⁷27. Rodrigues PS, Marin MJS, Souza AP, Grandin GM, Almeida KRV, Oliveira CSR. Problem-based learning in remote education: experiences of Nursing students during COVID-19 pandemic. Rev Min Enferm. 2021; 25: e-1407. https://doi.org/10.5935/1415-2762-20210055 https://doi.org/10.5935/1415-2762-202100... )	Brazil	Qualitative and descriptive	Need for integration among peers and good group dynamics.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A14^† † A = Article;	Silva CB, Trindade LL, Kolhs M, Barimacker SV, Schacht L, Bordignon M.(⁶6. Silva CB, Trindade LL, Kolhs M, Barimacker SV, Schacht L, Bordignon M. Implementação do telemonitoramento de COVID-19: repercussões na formação acadêmica em enfermagem. Rev Gaúcha Enferm. 2021; 42 (esp): e20200395. https://doi.org/10.1590/1983-1447.2021.20200395 https://doi.org/10.1590/1983-1447.2021.2... )	Brazil	Theoretical- reflective	Development of educational methodologies adapted to remote teaching; autonomy of remote teaching; ease of study in various spaces; need to promote the elaboration of efficient and inclusive teaching strategies; need to present topics that returned to the discussion agenda, such as mental health and professionals’ safety.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A15^† † A = Article;	Soccol KLS, Santos NO, Marchiori MRCT.(²⁸28. Soccol KLS, Santos NO, Marchiori MRCT. Estágio Curricular Supervisionado no contexto da COVID-19 e o desenvolvimento profissional de estudantes de Enfermagem. Enferm Foco [Internet]. 2020 [cited 2022 Jun 5]; 11 (2.ESP): 148-51. Available from: http://revista.cofen.gov.br/index.php/enfermagem/article/view/4173/998 http://revista.cofen.gov.br/index.php/en... )	Brazil	Reflection	It enabled students to develop competencies and skills in a crisis context; strengthening of learning in the face of the new and the information that arises; the pandemic scenario exposed the extent to which Nursing is undervalued.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A16^† † A = Article;	Li W, Gillies R, He M, Wu C, Liu S, Gong Z, et al.(²⁹29. Li W, Gillies R, He M, Wu C, Liu S, Gong Z, et al. Barriers and facilitators to online medical and nursing education during the COVID-19 pandemic: perspectives from international students from low- and middle-income countries and their teaching staf. Hum Resour Health. 2021; 19: 1-14. https://doi.org/10.1186/s12960-021-00609-9 https://doi.org/10.1186/s12960-021-00609... )	China	Qualitative and descriptive	The teachers were satisfied with the online education experiences; possibility for students from outside China to complete the remote course; the family environment as support to overcome negative emotions; greater commitment and self-discipline to the learning process by the students.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A17^† † A = Article;	Emory J, Kippenbrock T, Buron B.(³⁰30. Emory J, Kippenbrock T, Buron B. A national survey of the impact of COVID-19 on personal, academic, and work environments of nursing students. Nurs Outlook. 2021; 69 (6): 1116-25. https://doi.org/10.1016/j.outlook.2021.06.014 https://doi.org/10.1016/j.outlook.2021.0... )	United States of America	Cross-sectional	Exposure to deficit in training on safety and adequate use of Personal Protective Equipment.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A18^† † A = Article;	Riegel F, Martini JG, Bresolin P, Mohallem AGC, Nes AAG. (³¹31. Riegel F, Martini JG, Bresolin P, Mohallem AGC, Nes AAG. Developing critical thinking in the teaching of Nursing: a challenge in times of Covid-19 pandemic. Esc Anna Nery. 2021; 25 (spe). https://doi.org/10.1590/2177-9465-EAN-2020-0476 https://doi.org/10.1590/2177-9465-EAN-20... )	Brazil	Theoretical- reflective	It sparked the need for an innovative approach to the development of curricula and new learning projects; development of new technologies to add quality to the teaching-learning process; development of different teaching methods and models.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A19^† † A = Article;	Baixinho CL, Ferreira OR.(³²32. Baixinho CL, Ferreira OR. Ser estudante de enfermagem em tempos de COVID-19. Esc Anna Nery. 2021; 25 (spe). https://doi.org/10.1590/2177-9465-EAN-2020-0541 https://doi.org/10.1590/2177-9465-EAN-20... )	Brazil	Qualitative and descriptive	Need to explore new pedagogical strategies and to evaluate their effectiveness; the students’ participation in the clinical practice reinforces care in times of crisis.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A20^† † A = Article;	Salmani N, Bagheri I, Dadgari A.(³³33. Salmani N, Bagheri I, Dadgari A. Iranian nursing students experiences regarding the status of e-learning during COVID-19 pandemic. PloS ONE. 2022; 17 (2): e0263388. https://doi.org/10.1371/journal.pone.0263388 https://doi.org/10.1371/journal.pone.026... )	Iran	Qualitative and descriptive	Remote teaching allowed self-centered flexible learning and reducing the concerns about in-person learning.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A21^† † A = Article;	Tolyat M, Abolfazl Vagharseyyedin S, Nakhaei M. (³⁴34. Tolyat M, Abolfazl Vagharseyyedin S, Nakhaei M. Education of nursing profession amid COVID-19 Pandemic: A qualitative study. J Adv Med Educ Prof. 2022; 10 (1): 39-47. https://doi.org/10.30476/JAMP.2021.90779.1422 https://doi.org/10.30476/JAMP.2021.90779... )	Iran	Qualitative and descriptive	Development of new teaching methods adapted to remote teaching; shift from teacher-centered to student- centered education; the media resources highlighted nurses’ role in treating diseases; fewer students in the training rooms.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A22^† † A = Article;	Thapa P, Bhandari SL, Pathak S.(35)	Nepal	Cross-sectional	Remote teaching enables home-based study with reduced costs; development of new teaching methods adapted to the remote modality; greater learning ease.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A23^† † A = Article;	Lei T, Yu X, Zou M, Wang P, Yuan RH.(³⁶36. Lei T, Yu X, Zou M, Wang P, Yuan RH. Delivering an online course in emergency nursing education during the pandemic: What are the effects on students’ learning? Australas Emerg Care. 2021; 24 (4): 314-8. https://doi.org/10.1016/j.auec.2021.04.002 https://doi.org/10.1016/j.auec.2021.04.0... )	China	Quasi-experimental	Remote teaching can strengthen information; providing an additional demonstration of concepts; encouraging active learning and intuitive animation; teaching through videos.	III^§ § III = Evidence from analytical studies, controlled clinical trials without randomization, cohort, case-control, quasi-experimental studies(12)
A24^† † A = Article;	Wynter K, Holton S, Considine J.(37)	Australia	Qualitative and descriptive	Development of new online learning methods; flexible education; acquisition of new skills and knowledge; increased productivity by working remotely and participating in virtual meetings; appreciation of Nursing as an important profession in the fight against the virus.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A25^† † A = Article;	Susmarini D, Sumarwati M, Handayani F, Iskandar A.(³⁸38. Susmarini D, Sumarwati M, Handayani F, Iskandar A. Nursing Students’ Clinical Practice Experience during the COVID-19 Pandemic: A Qualitative Study. Open Access Maced J Med Sci. 2022; 10 (G): 176-81. https://doi.org/10.3889/oamjms.2022.8116 https://doi.org/10.3889/oamjms.2022.8116... )	Indonesia	Qualitative and descriptive	Emergence of a sense of pride for being part of the Nursing workforce; development of skills and mastery of the technology; more effective communication.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A26^† † A = Article;	Michel A, Ryan N, Mattheus D, Knopf A, Abuelezam NA, Stamp K, et al.(³⁹39. Michel A, Ryan N, Mattheus D, Knopf A, Abuelezam NA, Stamp K, et al. Undergraduate nursing students’ perceptions on nursing education during the 2020 COVID-19 pandemic: A national sample. Nurs Outlook. 2021; 69 (5): 903-12. https://doi.org/10.1016/j.outlook.2021.05.004 https://doi.org/10.1016/j.outlook.2021.0... )	United States of America	Cross-sectional	Flexibility and openness to unknown situations; the pandemic showed that Nursing schools need to devise suitable plans for disasters.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A27^† † A = Article;	Araújo ARL, Sousa LMC, Carvalho RBS, Oliveira ADS, Amorim FCM, Sousa KHJF, et al.(⁴⁰40. Araújo ARL, Sousa LMC, Carvalho RBS, Oliveira ADS, Amorim FCM, Sousa KHJF, et al. Remote work of nurse-professors in pandemic times. Esc Anna Nery. 2021; 25 (spe): e20210198. https://doi.org/10.1590/2177-9465-EAN-2021-0198 https://doi.org/10.1590/2177-9465-EAN-20... )	Brazil	Cross-sectional	Need to develop new teaching methodologies adapted to remote teaching; possibility of home-based work; development of technological skills; better communication; it enhanced teachers’ professional development; it highlighted the need to improve relationships with students, colleagues and coordination.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A28^† † A = Article;	Terzi B, Azizoğlu F, Özhan F. (⁴¹41. Terzi B, Azizoğlu F, Özhan F. Factors affecting attitudes of nursing students towards distance education during the COVID-19 pandemic: A web-based cross-sectional survey. Perspect Psychiatr Care. 2021; 57 (4): 1-9. https://doi.org/10.1111/ppc.12747 https://doi.org/10.1111/ppc.12747... )	Turkey	Cross-sectional	Development of suitable educational methods in the online environment; current classes; it encouraged the student-professor interaction; improved informatics skills.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A29^† † A = Article;	Silva CM, Toriyama ATM, Claro HG, Borghi CA, Castro TR, Salvador PICA(⁴²42. Silva CM, Toriyama ATM, Claro HG, Borghi CA, Castro TR, Salvador PICA. COVID-19 pandemic, emergency remote teaching and Nursing Now: challenges for nursing education. Rev Gaúcha Enferm. 2021; 42 (esp): e20200248. https://doi.org/10.1590/1983-1447.2021.20200248 https://doi.org/10.1590/1983-1447.2021.2... )	Brazil	Experience report	Development of a new methodology adapted to remote teaching that minimizes the impact of interruption of classes; the students’ possibility to attend recorded classes at a suitable moment.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A30^† † A = Article;	Duprez V, Vermote B, Van Hecke A, Verhaeghe R, Vansteenkiste M, Malfait S.(⁴³43. Duprez V, Vermote B, Van Hecke A, Verhaeghe R, Vansteenkiste M, Malfait S. Are internship experiences during a pandemic related to students’ commitment to nursing education? A cross-sectional study. Nurse Educ Today. 2021; 107: 105124. https://doi.org/10.1016/j.nedt.2021.105124 https://doi.org/10.1016/j.nedt.2021.1051... )	Belgium	Cross-sectional	Greater commitment to the choice of studying Nursing by final year students; greater clarity about the value of Nursing.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A31^† † A = Article;	Jones K, Polyakova-Norwood V, Raynor P, Tavakoli A.(⁴⁴44. Jones K, Polyakova-Norwood V, Raynor P, Tavakoli A. Student perceptions of faculty caring in online nursing education: A mixed-methods study. Nurse Educ Today. 2022; 112: 105328. https://doi.org/10.1016/j.nedt.2022.105328 https://doi.org/10.1016/j.nedt.2022.1053... )	United States of America	Mixed methods	Behavioral change in the teachers, becoming more understanding in terms of deadlines and open communication.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A32^† † A = Article;	Kim S, Jeong SH, Kim HS, Jeong YJ.(⁴⁵45. Kim S, Jeong SH, Kim HS, Jeong YJ. Academic Success of Online Learning in Undergraduate Nursing Education Programs in the COVID-19 Pandemic Era. J Prof Nurs. 2021; 36: 6-16. https://doi.org/10.1016/j.profnurs.2021.10.005 https://doi.org/10.1016/j.profnurs.2021.... )	South Korea	Cross-sectional	Encouraging continuous self-directed learning; shift from an instructor-centered to a student-centered teaching model; greater communication between professors and students; need for instructor feedback for better learning; better academic performance; development of new educational methods that increase students’ engagement.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A33^† † A = Article;	Prata JA, Mello AS, Silva FVC, Faria MGA.(⁴⁶46. Prata JA, Mello AS, Silva FVC, Faria MGA. Pedagogical mediations for non-formal nursing teaching during the COVID-19 pandemic. Rev Bras Enferm. 2020; 73 (suppl 2). https://doi.org/10.1590/0034-7167-2020-0499 https://doi.org/10.1590/0034-7167-2020-0... )	Brazil	Experience report	Need to develop educational methods adapted to online teaching; creation of online, didactic and updated courses.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);

ID^* * ID = Identification;	Reference	Country	Type of study	Negative repercussions of the pandemic on Nursing training	Level of Evidence
A1^† † A = Article;	Warshawsk S.(¹⁵15. Warshawski S. Academic self-efficacy, resilience and social support among first-year Israeli nursing students learning in online environments during COVID-19 pandemic. Nurse Educ Today. 2022; 110: 105267. https://doi.org/10.1016/j.nedt.2022.105267 https://doi.org/10.1016/j.nedt.2022.1052... )	Israel	Cross-sectional	Difficulties perceived by the students, such as overload, difficulty with online learning, lack of academic support, lack of social interaction.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A2^† † A = Article;	Saab MM, Hegarty J, Murphy D, Landers M.(¹⁶16. Saab MM, Hegarty J, Murphy D, Landers M. Incorporating virtual reality in nurse education: a qualitative study of nursing students’ perspectives. Nurse Educ Today. 2021; 105 (105045): 1-7. https://doi.org/10.1016/j.nedt.2021.105045 https://doi.org/10.1016/j.nedt.2021.1050... )	Ireland	Qualitative and descriptive	High cost, threats to human connections, potential side effects and lack of interest.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A3^† † A = Article;	Kalanlar B.(¹⁷17. Kalanlar B. Nursing education in the pandemic: A cross-sectional international study. Nurse Educ Today. 2021; 108 (105213): 1-6. https://doi.org/10.1016/j.nedt.2021.105213 https://doi.org/10.1016/j.nedt.2021.1052... )	Turkey	Cross-sectional	Internet-related difficulties, such as connection failures or poor-quality connections.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A4^† † A = Article;	Shorey S, Ang E, Baridwan NsS, Bonito SR, Dones LBP, Flores JLA, et al.(¹⁸18. Shorey S, Ang E, Baridwan NS, Bonito SR, Dones LBP, Flores JLA, et al. Salutogenesis and COVID-19 pandemic impacting nursing education across SEANERN affiliated universities: A multi-national study. Nurse Educ Today. 2022; 110 (105277): 1-9. https://doi.org/10.1016/j.nedt.2022.105277 https://doi.org/10.1016/j.nedt.2022.1052... )	Multicenter	Qualitative and descriptive	The students felt that their training was impaired; high stress levels.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A5^† † A = Article;	Kunaviktikul W, Ang E, Baridwan NS, Bernal AB, Dones LBP, Flores JL, et al.(¹⁹19. Kunaviktikul W, Ang E, Baridwan NS, Bernal AB, Dones LBP, Flores JL, et al. Nursing students’ and faculty members’ experiences of online education during COVID-19 across Southeast Asia: A Photovoice study. Nurse Educ Today. 2022; 111: 105307. https://doi.org/10.1016/j.nedt.2022.105307 https://doi.org/10.1016/j.nedt.2022.1053... )	Multicenter	Qualitative and descriptive	Increased feelings of loneliness, depression, sadness, boredom, fear, anxiety, stress, worry and vulnerability among the students; unpreparedness to return to their Nursing duties after their absence from the clinical setting; loss of boundaries between work and home; difficulties carrying out group work due to little interaction; technical problems during learning that greatly affected both teaching and learning.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A6^† † A = Article;	Canet-Vélez O, Botigué T, Lavedán Santamaría A, Masot O, Cemeli T, Roca J.(²⁰20. Canet-Vélez O, Botigué T, Lavedán Santamaría A, Masot O, Cemeli T, Roca J. The perception of training and professional development according to nursing students as health workers during COVID-19: A qualitative study. Nurse Educ Pract. 2021; 53: 103072. https://doi.org/10.1016/j.nepr.2021.103072 https://doi.org/10.1016/j.nepr.2021.1030... )	Spain	Qualitative and descriptive	Only a minority of students felt prepared to face the COVID-19^§ § COVID-19 = Coronavirus Disease 19; crisis; overload, wear out, exhaustion and high stress levels; feelings of fear, worry and tense situations of nervousness.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A7^† † A = Article;	Godbold R, Whiting L, Adams C, Naidu Y, Pattison N. (²¹21. Godbold, R, Whiting L, Adams C, Naidu Y, Pattison N. The experiences of student nurses in a pandemic: A qualitative study. Nurse Educ Pract. 2021; 56: 103186. https://doi.org/10.1016/j.nepr.2021.103186 https://doi.org/10.1016/j.nepr.2021.1031... )	United Kingdom	Qualitative and descriptive	Need to distance from the family to comply with the clinical practices; due to staff shortages, the students worked with people relocated from other areas; the emotional issues raised by the social distancing restrictions that did not allow using touch and physical comfort; the difficulties of studying at home and simultaneously taking care of the family; physical effects from the use of Personal Protective Equipment, such as sore hands and marks on the face.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A8^† † A = Article;	Zaragoza-García I, Ortuño- Soriano I, Posada-Moreno P, Sánchez-Gómez R, Raurell- Torredà M.(²²22. Zaragoza-García I, Ortuño-Soriano I, Posada-Moreno P, Sánchez-Gómez R, Raurell-Torredà M. Virtual Simulation for Last-Year Nursing Graduate Students in Times of Covid-19: A Quasi-Experimental Study. Clin Simulation Nurs. 2021; 60: 32-41. https://doi.org/10.1016/j.ecns.2021.07.003 https://doi.org/10.1016/j.ecns.2021.07.0... )	Spain	Quasi-experimental	The platform intensifies social distancing.	III^\|\| \|\| III = Evidence from analytical studies, controlled clinical trials without randomization, cohort, case-control, quasi-experimental studies(12)
A9^† † A = Article;	Park J, Seo M.(²³23. Park J, Seo M. Influencing Factors on Nursing Students’ Learning Flow during the COVID-19 Pandemic: A Mixed Method Research. Asian Nurs Res. 2021; 16 (1): 35-44. https://doi.org/10.1016/j.anr.2021.12.006 https://doi.org/10.1016/j.anr.2021.12.00... )	South Korea	Mixed and sequential	Technical difficulties such as disconnections; decreased concentration and motivation; fatigue due to the long period using digital devices; changes in sleep patterns; increased depression, anxiety and fear of COVID-19^§ § COVID-19 = Coronavirus Disease 19; ; classes had to be short so that concentration and motivation to learn did not diminish; absence of face-to-face clinical practice during the pandemic; sudden pauses in the in-hospital clinical practices; decreased opportunities during the practices; need to find suitable places to study because the school was closed.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A10^† † A = Article;	Nodine PM, Arbet J, Jenkins PA, Rosenthal L, Carrington S, Purcell SK, et al.(²⁴24. Nodine PM, Arbet J, Jenkins PA, Rosenthal L, Carrington S, Purcell SK, et al. Graduate nursing student stressors during the COVID-19 pandemic. J Prof Nurs. 2021; 37 (4): 721-8. https://doi.org/10.1016/j.profnurs.2021.04.008 https://doi.org/10.1016/j.profnurs.2021.... )	United States of America	Cohort	Increased stress levels in all the subscales evaluated, including course didactics, papers, family, clinical turnovers, finance, illness in family members and/or friends.	III^\|\| \|\| III = Evidence from analytical studies, controlled clinical trials without randomization, cohort, case-control, quasi-experimental studies(12)
A11^† † A = Article;	Scorsolini-Comin F, De Melo LP, Rossato L, Gaia RDSP.(²⁵25. Scorsolini-Comin F, Melo LP, Rossato L, Gaia RDSP. Educação a distância na formação em enfermagem: reflexões sobre a pandemia da covid-19. Rev Baiana Enferm. 2020; 34: e36929. https://doi.org/10.18471/rbe.v34.36929 https://doi.org/10.18471/rbe.v34.36929... )	Brazil	Reflection	High evasion rates among the students in this teaching modality.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A12^† † A = Article;	Bastos MC, Canavarro DA, Campos LM, Schulz RS, Santos JB, Santos CF.(²⁶26. Bastos MC, Canavarro DA, Campos LM, Schulz RS, Santos JB, Santos CF. Emergency remote teaching in Nursing Graduation: experience report during Covid-19. Rev Min Enferm. 2020; 24 (e-1335). https://doi.org/10.5935/1415.2762.20200072 https://doi.org/10.5935/1415.2762.202000... )	Brazil	Experience report	Teacher-student distancing; low adherence to remote teaching among the students due to distractions in home-based learning; increased workload in teachers and students.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A13^† † A = Article;	Rodrigues PS, Marin MJS, Souza AP, Grandin GM, Almeida KRV, Oliveira CSR.(²⁷27. Rodrigues PS, Marin MJS, Souza AP, Grandin GM, Almeida KRV, Oliveira CSR. Problem-based learning in remote education: experiences of Nursing students during COVID-19 pandemic. Rev Min Enferm. 2021; 25: e-1407. https://doi.org/10.5935/1415-2762-20210055 https://doi.org/10.5935/1415-2762-202100... )	Brazil	Qualitative and descriptive	Technological difficulties; emergence of feelings such as anxiety, anguish, discouragement, stress and tiredness; tiring and low-performance process; lower concentration; home environment as a difficulty for the learning process; lack of contact with classmates; lack of access to the library; lack of practices in laboratories.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A14^† † A = Article;	Silva CB, Trindade LL, Kolhs M, Barimacker SV, Schacht L, Bordignon M.(⁶6. Silva CB, Trindade LL, Kolhs M, Barimacker SV, Schacht L, Bordignon M. Implementação do telemonitoramento de COVID-19: repercussões na formação acadêmica em enfermagem. Rev Gaúcha Enferm. 2021; 42 (esp): e20200395. https://doi.org/10.1590/1983-1447.2021.20200395 https://doi.org/10.1590/1983-1447.2021.2... )	Brazil	Theoretical- reflective	Need for better planning of virtual activities; difficulties accessing the Internet and information; increased stress and tiredness levels; work in an environment with other family members; feelings such as fear, anxiety and loneliness.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A15^† † A = Article;	Soccol KLS, Santos NO, Marchiori MRCT.(²⁸28. Soccol KLS, Santos NO, Marchiori MRCT. Estágio Curricular Supervisionado no contexto da COVID-19 e o desenvolvimento profissional de estudantes de Enfermagem. Enferm Foco [Internet]. 2020 [cited 2022 Jun 5]; 11 (2.ESP): 148-51. Available from: http://revista.cofen.gov.br/index.php/enfermagem/article/view/4173/998 http://revista.cofen.gov.br/index.php/en... )	Brazil	Reflection	Intensification of the feelings of insecurity and anxiety in the supervised internship.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A16^† † A = Article;	Li W, Gillies R, He M, Wu C, Liu S, Gong Z, et al.(²⁹29. Li W, Gillies R, He M, Wu C, Liu S, Gong Z, et al. Barriers and facilitators to online medical and nursing education during the COVID-19 pandemic: perspectives from international students from low- and middle-income countries and their teaching staf. Hum Resour Health. 2021; 19: 1-14. https://doi.org/10.1186/s12960-021-00609-9 https://doi.org/10.1186/s12960-021-00609... )	China	Qualitative and descriptive	The students were dissatisfied with the online education experiences; increase in future uncertainties; increased stress levels due to extended workdays and fatigue.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A17^† † A = Article;	Emory J, Kippenbrock T, Buron B.(³⁰30. Emory J, Kippenbrock T, Buron B. A national survey of the impact of COVID-19 on personal, academic, and work environments of nursing students. Nurs Outlook. 2021; 69 (6): 1116-25. https://doi.org/10.1016/j.outlook.2021.06.014 https://doi.org/10.1016/j.outlook.2021.0... )	United States of America	Cross-sectional	Fear in the students about contaminating family members with the virus; high fear and anxiety levels; lack of quality learning; greater uncertainty about the future among the students; increase in cases of stress and mental exhaustion.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A18^† † A = Article;	Riegel F, Martini JG, Bresolin P, Mohallem AGC, Nes AAG. (³¹31. Riegel F, Martini JG, Bresolin P, Mohallem AGC, Nes AAG. Developing critical thinking in the teaching of Nursing: a challenge in times of Covid-19 pandemic. Esc Anna Nery. 2021; 25 (spe). https://doi.org/10.1590/2177-9465-EAN-2020-0476 https://doi.org/10.1590/2177-9465-EAN-20... )	Brazil	Theoretical- reflective	Access difficulties faced by the students during remote teaching; emergence of a feeling of loneliness; need for human and social interaction with professors and students.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A19^† † A = Article;	Baixinho CL, Ferreira OR.(³²32. Baixinho CL, Ferreira OR. Ser estudante de enfermagem em tempos de COVID-19. Esc Anna Nery. 2021; 25 (spe). https://doi.org/10.1590/2177-9465-EAN-2020-0541 https://doi.org/10.1590/2177-9465-EAN-20... )	Brazil	Qualitative and descriptive	Impossibility of carrying out clinical teaching with COVID-19^§ § COVID-19 = Coronavirus Disease 19; patients ; confinement for three months caused a setback in the ability to construct clinical reasoning; overload for services and professionals, who still assumed the role of clinical advisors; reduction in the clinical teaching time; increased fear of failure; fear of contact with others due to fear of infection; physical and psychological exhaustion; increased symptoms such as anxiety and poor sleep quality; reduction in terms of performance.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A20^† † A = Article;	Salmani N, Bagheri I, Dadgari A.(³³33. Salmani N, Bagheri I, Dadgari A. Iranian nursing students experiences regarding the status of e-learning during COVID-19 pandemic. PloS ONE. 2022; 17 (2): e0263388. https://doi.org/10.1371/journal.pone.0263388 https://doi.org/10.1371/journal.pone.026... )	Iran	Qualitative and descriptive	Changes in the way students interact with teachers; decreased interactions with peers; problems with educational files; shallow learning; family members’ perception of the student’s role; domestic affairs interfering with e-learning; cheating on tests and activities.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A21^† † A = Article;	Tolyat M, Abolfazl Vagharseyyedin S, Nakhaei M. (³⁴34. Tolyat M, Abolfazl Vagharseyyedin S, Nakhaei M. Education of nursing profession amid COVID-19 Pandemic: A qualitative study. J Adv Med Educ Prof. 2022; 10 (1): 39-47. https://doi.org/10.30476/JAMP.2021.90779.1422 https://doi.org/10.30476/JAMP.2021.90779... )	Iran	Qualitative and descriptive	Internet access difficulties; less teacher-student interaction; lengthy breaks between practices; decrease in practice time to avoid contagion; most of the students did not acquire the necessary clinical competence in Nursing education; reduction in the number of patients; greater insecurity among the students.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A22^† † A = Article;	Thapa P, Bhandari SL, Pathak S.(35)	Nepal	Cross-sectional	Internet problems and technical issues hindered remote teaching; lack of interaction with the patients.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A23^† † A = Article;	Lei T, Yu X, Zou M, Wang P, Yuan RH.(³⁶36. Lei T, Yu X, Zou M, Wang P, Yuan RH. Delivering an online course in emergency nursing education during the pandemic: What are the effects on students’ learning? Australas Emerg Care. 2021; 24 (4): 314-8. https://doi.org/10.1016/j.auec.2021.04.002 https://doi.org/10.1016/j.auec.2021.04.0... )	China	Quasi-experimental	Absence of practices for the development of clinical skills.	III^\|\| \|\| III = Evidence from analytical studies, controlled clinical trials without randomization, cohort, case-control, quasi-experimental studies(12)
A24^† † A = Article;	Wynter K, Holton S, Considine J.(37)	Australia	Qualitative and descriptive	Reduced social connection during learning; increase in teachers’ workload; uncertainties about how to carry out clinical practices; concern about whether the students would achieve the expected educational and clinical outcomes; onset of depression, anxiety, stress and burnout symptoms.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A25^† † A = Article;	Susmarini D, Sumarwati M, Handayani F, Iskandar A.(³⁸38. Susmarini D, Sumarwati M, Handayani F, Iskandar A. Nursing Students’ Clinical Practice Experience during the COVID-19 Pandemic: A Qualitative Study. Open Access Maced J Med Sci. 2022; 10 (G): 176-81. https://doi.org/10.3889/oamjms.2022.8116 https://doi.org/10.3889/oamjms.2022.8116... )	Indonesia	Qualitative and descriptive	Emergence of feelings of fear and anxiety among students and family members; lack of clinical competence to deal with the crisis; rapid changes in the clinical practice sectors; financial burden for COVID-19^§ § COVID-19 = Coronavirus Disease 19; testing during the practices.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A26^† † A = Article;	Michel A, Ryan N, Mattheus D, Knopf A, Abuelezam NA, Stamp K, et al.(³⁹39. Michel A, Ryan N, Mattheus D, Knopf A, Abuelezam NA, Stamp K, et al. Undergraduate nursing students’ perceptions on nursing education during the 2020 COVID-19 pandemic: A national sample. Nurs Outlook. 2021; 69 (5): 903-12. https://doi.org/10.1016/j.outlook.2021.05.004 https://doi.org/10.1016/j.outlook.2021.0... )	United States of America	Cross-sectional	Increased stress levels and feelings such as fear, loneliness and anxiety; concern about exposure to COVID-19^§ § COVID-19 = Coronavirus Disease 19; ; connection difficulties; the difficulties of studying in a family environment; learning difficulties; increased workload; lack of faculty preparation for the virtual environment; lack of clinical experiences; feeling of being less engaged with education.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A27^† † A = Article;	Araújo ARL, Sousa LMC, Carvalho RBS, Oliveira ADS, Amorim FCM, Sousa KHJF, et al.(⁴⁰40. Araújo ARL, Sousa LMC, Carvalho RBS, Oliveira ADS, Amorim FCM, Sousa KHJF, et al. Remote work of nurse-professors in pandemic times. Esc Anna Nery. 2021; 25 (spe): e20210198. https://doi.org/10.1590/2177-9465-EAN-2021-0198 https://doi.org/10.1590/2177-9465-EAN-20... )	Brazil	Cross-sectional	Work overload; change in domestic routine; little teacher-student interaction; emergence of feelings such as sadness, anguish, fear, anxiety, loneliness and stress; physical wear out, difficulty sleeping, poor diet; visual damage; obligation to quickly adapt to the digital environment.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A28^† † A = Article;	Terzi B, Azizoğlu F, Özhan F. (⁴¹41. Terzi B, Azizoğlu F, Özhan F. Factors affecting attitudes of nursing students towards distance education during the COVID-19 pandemic: A web-based cross-sectional survey. Perspect Psychiatr Care. 2021; 57 (4): 1-9. https://doi.org/10.1111/ppc.12747 https://doi.org/10.1111/ppc.12747... )	Turkey	Cross-sectional	Difficulty developing practical skills.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A29^† † A = Article;	Silva CM, Toriyama ATM, Claro HG, Borghi CA, Castro TR, Salvador PICA(⁴²42. Silva CM, Toriyama ATM, Claro HG, Borghi CA, Castro TR, Salvador PICA. COVID-19 pandemic, emergency remote teaching and Nursing Now: challenges for nursing education. Rev Gaúcha Enferm. 2021; 42 (esp): e20200248. https://doi.org/10.1590/1983-1447.2021.20200248 https://doi.org/10.1590/1983-1447.2021.2... )	Brazil	Experience report	Difficulties adapting to the remote model among the faculty members and the students.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A30^† † A = Article;	Duprez V, Vermote B, Van Hecke A, Verhaeghe R, Vansteenkiste M, Malfait S.(⁴³43. Duprez V, Vermote B, Van Hecke A, Verhaeghe R, Vansteenkiste M, Malfait S. Are internship experiences during a pandemic related to students’ commitment to nursing education? A cross-sectional study. Nurse Educ Today. 2021; 107: 105124. https://doi.org/10.1016/j.nedt.2021.105124 https://doi.org/10.1016/j.nedt.2021.1051... )	Belgium	Cross-sectional	The services failed to welcome the students due to the demands linked to COVID-19^§ § COVID-19 = Coronavirus Disease 19; .	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A31^† † A = Article;	Jones K, Polyakova-Norwood V, Raynor P, Tavakoli A.(⁴⁴44. Jones K, Polyakova-Norwood V, Raynor P, Tavakoli A. Student perceptions of faculty caring in online nursing education: A mixed-methods study. Nurse Educ Today. 2022; 112: 105328. https://doi.org/10.1016/j.nedt.2022.105328 https://doi.org/10.1016/j.nedt.2022.1053... )	United States of America	Mixed methods	Emergence of feelings such as loneliness, anxiety and stress; the students need more emotional support.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A32^† † A = Article;	Kim S, Jeong SH, Kim HS, Jeong YJ.(⁴⁵45. Kim S, Jeong SH, Kim HS, Jeong YJ. Academic Success of Online Learning in Undergraduate Nursing Education Programs in the COVID-19 Pandemic Era. J Prof Nurs. 2021; 36: 6-16. https://doi.org/10.1016/j.profnurs.2021.10.005 https://doi.org/10.1016/j.profnurs.2021.... )	South Korea	Cross-sectional	Lower concentration and attention levels in the online classes among the students; Internet access difficulties; high anxiety levels; difficulties to improve technological competence among the students.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);
A33^† † A = Article;	Prata JA, Mello AS, Silva FVC, Faria MGA.(⁴⁶46. Prata JA, Mello AS, Silva FVC, Faria MGA. Pedagogical mediations for non-formal nursing teaching during the COVID-19 pandemic. Rev Bras Enferm. 2020; 73 (suppl 2). https://doi.org/10.1590/0034-7167-2020-0499 https://doi.org/10.1590/0034-7167-2020-0... )	Brazil	Experience report	Internet access difficulties; preconceptions related to better leverage by the students.	IV^‡ ‡ IV = Evidence from experts’ opinion, descriptive studies, case reports or experts’ committee reports(12);

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[1] Corresponding author:
Isabelle Campos de Azevedo E-mail: isabellebr2511@gmail.com https://orcid.org/0000-0001-5322-7987

Brasil

Brasil

Repercussions of the COVID-19 pandemic on Nursing training: A Scoping Review* * This study was financed in part by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) - Finance Code 001, Brazil.

Objective:

Method:

Results:

Conclusion:

Highlights:

Repercussions of the COVID-19 pandemic on Nursing training: A Scoping Review^* * This study was financed in part by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) - Finance Code 001, Brazil.