Simelane, Neliswa L.Sepeng, Nombulelo VeronicaMashao, Kapari Constance2026-03-132026-03-132025-11-05Simelane, N.L., Sepeng, N.V. & Mashao, K., 2025, ‘Registered nurses’ experiences regarding clinical virtual learning during COVID-19 in Gauteng’, Health SA Gesondheid 30(0), a3118: 1-9. https://doi.org/10.4102/ hsag.v30i0.3118.1025-9848 (print)2071-9736 (online)10.4102/ hsag.v30i0.3118http://hdl.handle.net/2263/108977DATA AVAILABILITY : The data that support the findings of this study are available from the corresponding author, N.L.S. upon reasonable request.BACKGROUND : Virtual clinical learning variedly impacted newly registered nurses’ confidence. For some, it led to a lack of confidence in performing specific procedures, while for others, effective virtual learning fostered a high confidence level. This dynamic is likely to be even more complex when newly qualified nurses transition from education to practice, as healthcare facilities have high expectations, anticipating a certain level of knowledge and competence despite the challenges posed by coronavirus disease 2019 (COVID-19). AIM : The study explored newly registered nurses’ virtual experiences of learning clinical skills during COVID-19 and its impact on their transition into professional practice in the Tshwane District of Gauteng province in South Africa. SETTING : The study was conducted in two selected hospitals in the Tshwane District of Gauteng province. METHODS : Using unstructured interviews, a qualitative exploratory, descriptive and contextual design was executed to collect data. Purposive and snowballing sampling were utilised to reach to the sample of 12 registered nurses. RESULTS : Three themes emerged in this study, namely: (1) Impact of virtual learning on confidence in clinical practice, (2) Challenges of transitioning from virtual learning to practical application and (3) Recommendations for enhancing virtual learning in nursing education. CONCLUSION : The study revealed both potential benefits and drawbacks of virtual clinical teaching on registered nurses’ transition into professional practice. CONTRIBUTION : The findings may guide strategies to help nursing education institutions design virtual learning that ensures competent, practice ready nurses.en© 2025. The Authors. Licensee: AOSIS. This work is licensed under the Creative Commons Attribution 4.0 International (CC BY 4.0) license.ExperiencesImpactProfessional practiceNewly registered nurses’ competencyTransitionVirtual clinical learningCOVID-19 pandemicCoronavirus disease (COVID-19)Gauteng Province, South AfricaArticle