Student nurses’ perceptions of the concept of blended education during the covid-19 pandemic: A metaphor analysis study

Genel Tip Dergisi · Ekim 2025

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Student Nurses’ Perceptions of the Concept of Blended Education During The Covid-19 Pandemic: A Metaphor Analysis Study

Genel Tıp Dergisi · 2025 TR DİZİN

DOKTOR ÖĞRETİM ÜYESİ MELİKE DURMAZ →

Student Nurses’ Perceptions of the Concept of Blended Education During The Covid-19 Pandemic: A Metaphor Analysis Study

Genel Tıp Dergisi · 2025 TR DİZİN

ARAŞTIRMA GÖREVLİSİ YASEMİN ŞARA →

Makale Bilgileri

DergiGenel Tip Dergisi

Yayın TarihiEkim 2025

Cilt / Sayfa35 · 863-875

DOI10.54005/geneltip.1649772

Scopus ID2-s2.0-105023983981

Erişim🔓 Açık Erişim

Özet Aim: The purpose of this study is to determine the perceptions of nursing students regarding the concept of "Blended Education", which was implemented for the first time due to the COVID-19 pandemic, through metaphors. Methods: The study, nursing students receiving undergraduate nursing theoretical education online and clinical practices face-to-face during the pandemic were determined as the criterion. The study was conducted in the phenomenology approach pattern, forming the basis of qualitative research. The universe and sample of the study consisted of 2nd, 3rd, and 4th year nursing students (n=593, n=331) studying at the Faculty of Nursing in the 2021-2022 academic year. The research data were collected face-to-face between March 1 and April 30, 2022, using the “Metaphorical Perceptions Data Collection" tool. Content analysis based on metaphor analysis was used in data analysis. Data analysis was carried out in five stages. Results: Data analysis was carried out in five stages. Student nurses created 160 metaphors for the concept of blended education. The obtained metaphors were examined in terms of similarities and combined under two categories as “Academic dimension” and “Psychosocial dimension”. The metaphors frequently employed in student narratives, such as "a nightmare" and "a severe illness," reveal the psychological burden and negative experiences associated with hybrid education. Conversely, metaphors like "incomplete knowledge," "a foundationless building," and "an unfinished painting" highlight the perceived deficiencies in academic processes arising from hybrid education. Conclusions: In line with this result, it is of great importance to integrate empowering educational content into the curriculum to eliminate students' academic and psychosocial concerns. In addition, it is recommended that various courses be organized and universities' technical infrastructures be strengthened to increase the competencies of academics.