Learning Through Adversity: An Interpretative Phenomenological Study on Nursing Students’ Experiences in Intensive Care Units

Introduction. Large-scale healthcare emergencies have profoundly reshaped nursing education, particularly its experiential and clinical components. The reorganization of clinical placements and the integration of nursing students into Intensive Care Units (ICUs) dedicated to COVID-19 patients exposed students to highly complex, technologically advanced, and emotionally demanding care environments. Understanding how students experienced these placements is essential to inform educational strategies that ensure both learning and well-being in crisis contexts. Methods. A qualitative study was conducted using an Interpretative Phenomenological Analysis (IPA) approach to explore nursing students’ lived experiences during ICU placements in a large-scale healthcare emergency. Eight third-year undergraduate nursing students who had completed at least 15 days of internship in medical or surgical ICUs participated in semi-structured, in-depth interviews. Data were analysed following the IPA methodological framework, allowing for an in-depth exploration of shared meanings and individual sense-making processes. Results. Four interconnected themes emerged from the analysis: (1) Evolution of Feelings and Emotions, describing an initial phase of fear, uncertainty, and emotional strain; (2) Challenging Reality, reflecting exposure to critically ill patients and high-intensity care; (3) Going on Side by Side, highlighting the central role of relational support from clinical tutors, healthcare teams, and family members; and (4) Deep Growth, representing the development of professional confidence, resilience, and reflective capacity. Over time, students reframed distressing experiences into meaningful learning opportunities. Discussion. Despite the psychological and emotional challenges associated with ICU placements during a healthcare emergency, students reported substantial personal and professional growth when adequate support was present. These findings underscore the importance of structured mentorship, emotional support, and reflective spaces within clinical education. Integrating such elements into nursing curricula may better prepare students to navigate high-pressure clinical environments while safeguarding their well-being and fostering professional identity development.