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The Nationally Consistent Collection of Data (NCCD) is an annual collection of information about Australian school students with disability.

Key information

• The NCCD helps schools, education authorities and Governments understand the needs of students and how they can be supported at school 
• What is the NCCD 
• How is the NCCD collected 
• More information 

The Nationally Consistent Collection of Data (NCCD) is an annual collection of information about Australian school students with disability. It helps schools, education authorities and governments to better understand the needs of students and how they can be best supported at school. 

• Explore the  Nationally Consistent Collection of Data (NCCD)  library of practical resources for schools, including Quick Guides, Case Studies, videos and more. 
• Find out more about Educational Adjustments Disability Funding and  how we use the NCCD to allocate resources to Tasmanian Government Schools  

For specific advice or other questions from our Disability Services team:  [email protected]  

What is the NCCD?  

Each year, Australian schools have to put together information about students with disability and how they are being supported in the classroom. The data must be provided it to Australian Government. This is called the  Nationally Consistent Collection of Data (NCCD) . 

The Australian Government uses this information when they are allocating funding for education in states and territories. This is called the ‘disability loading’. So information given to the NCCD needs to be reliable, high quality and supported by evidence. 

The data collected does not identify individual students. It only gives the category of disability, the level of adjustment and some other information like the year level. 

We only send data for Prep to Year 12. 

The NCCD is based on the legal requirements for schools in the  Disability Discrimination Act 1992 (DDA)  and  Disability Standards for Education 2005 . 

How do schools collect the NCCD information?  

The Nationally Consistent Collection of Data (NCCD) happens by the beginning of August every year. 

School records about the educational adjustments being made for students with disability are key pieces of evidence. This evidence might be in the Learning Plan or other documents like Risk Management Plans or support timetables. 

Teachers use the evidence, observations and their professional judgement to determine: 

• which of their students are being provided with reasonable adjustments because of disability, as defined in the Disability Discrimination Act 1992 and the Disability Standards for Education 2005; 
• the level of adjustment that students with disability are being provided with, in both classroom and whole of school routines and activities; 
• The broad category of disability for each student. 

There are four levels of adjustment provided to students: 

• Quality Differentiated Teaching Practice 
• Supplementary adjustments 
• Substantial adjustments 
• Extensive adjustments. 

Schools are supported with the NCCD process by Disability Educational Adjustment Moderators. The Moderators put the agreed NCCD level of adjustment and disability information into SSS. 

Each year in August, Principals then check the data for the students in their school via the census procedure. 

 Evidence and recordkeeping requirements for the NCCD  

School principals must be able to show accurate records of their school’s evidence to support the inclusion of a student in the NCCD. The Australian Government may hold checks or audits of the NCCD from time to time. 

There must be evidence that: 

• a student has been provided educational adjustments for a period of  ten weeks or longer  to meet their specific needs associated with the disability. 
• the student’s parents or carers have been consulted about the adjustments. 

What if a student has moved schools or has a dual enrolment?  

If a student is moving schools, or has a dual enrolment, the school where the student spends most of their time and is known best does the moderation for the NCCD. 

More information  

• The  Nationally Consistent Collection of Data (NCCD)  website has a library of practical resources for schools, including Quick Guides, Case Studies, videos and more. 
• More about Educational Adjustments Disability Funding and  how we use the NCCD to allocate resources to Tasmanian government schools  
• For more specific advice or other questions from our Disability Services team:  [email protected]  

Published August 29, 2024

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• What is the NCCD? 
• How do schools collect the NCCD information? 
•  Evidence and recordkeeping requirements for the NCCD 
• What if a student has moved schools or has a dual enrolment? 
• More information 

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{{item.title}}, my essentials, ask for help, contact edconnect, directory a to z, how to guides, rights and accountability, disability discrimination.

This bulletin explains unlawful discrimination and the steps schools must take to treat all students with a disability on an equal basis. Schools must support, consult, make reasonable adjustments and implement strategies to prevent harassment of people with disability. LIB60. This advice was last reviewed in February 2021.

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Purpose of this document

The department seeks to provide school environments free from unlawful discrimination, including disability discrimination. In meeting our commitment that every student is known, valued and cared for, our schools educate about discrimination, work to prevent unlawful discrimination, and deal with unlawful discrimination when required. The department’s inclusive education statement outlines its commitment to inclusion and all students accessing and fully participating in learning, supported by reasonable adjustments and teaching strategies tailored to meet their individual needs.

Key considerations for school leaders

• Direct discrimination means treating one person less favourably than another is, or would be, treated in comparable circumstances because of a protected attribute (see below).
• Indirect discrimination means imposing an unreasonable condition or requirement that applies to everyone but has the effect of disadvantaging someone because of a protected attribute.
• Protected attributes are characteristics or attributes prescribed by the law, such as disability, sex, sexuality, pregnancy, family responsibilities, race, ethno-religious origin, or age.

What is unlawful discrimination?

Discrimination means treating one person differently to another person. You can discriminate against another person even if you did not intend to do so. It is not always unlawful to do this. However, it is unlawful to discriminate if:

• it happens within an area of activity set out in the legislation, such as work, education, or in the provision of goods or services
• it happens because of a protected attribute .

Some of the most common issues relating to disability discrimination may arise when schools:

• refuse or discourage enrolment or impose conditions for enrolment because of a student's disability
• deny or limit access to any benefits (including, for example, school excursions and camps), because of a perception that the school is unable to accommodate a student’s disability
• suspend or expel a student with a disability.

Legislative framework

The NSW Anti-Discrimination Act 1977 (ADA) contains provisions governing most areas of discrimination. A complaint under this Act can be made to the Anti-Discrimination Board, and can ultimately be heard by the NSW Civil and Administrative Tribunal, which can make orders including for monetary damages. The Commonwealth framework includes four main pieces of legislation dealing with discrimination based on different protected attributes:

• Age Discrimination Act 2004
• Disability Discrimination Act 1992
• Racial Discrimination Act 1975
• Sex Discrimination Act 1984.

In addition, the Australian Human Rights Commission Act 1986 (Cth) sets up the administrative framework for the making of complaints to the Australian Human Rights Commission, and ultimately for the complaints to be heard in the Federal Court or Federal Circuit Court.

Defining disability

The term 'disability' is very broadly defined in the legislation to cover physical, intellectual, and emotional impairments. It includes:

• loss of bodily or mental functions or a part of the body
• the presence in the body of organisms causing (or capable of causing) disease or illness
• malfunction, malformation or disfigurement of a part of the body
• a disorder or malfunction that results in a person learning differently
• a disorder, illness or disease that affects a person’s thought processes, perception of reality, emotions or judgment or that results in disturbed behaviour.

The definition extends to, for example, allergies, anxiety disorder, conduct disorder, depression, and expressive and receptive language disorders.

Preventing and addressing disability discrimination

In relation to students with disabilities, the department must:

• treat all students with a disability on an equal basis – that is, as compared to students without a disability (this does not necessarily mean treating them the same – be aware of indirect discrimination )
• consult with parents/carers, and where appropriate, students with disability, about the student’s needs and the adjustments that might be provided
• make reasonable adjustments for students with disabilities and provide necessary support;
• develop and implement strategies to prevent harassment and victimisation of people with disability
• harassment means an action taken in relation to people with disability that is reasonably likely to humiliate, offend, intimidate or distress
• victimisation includes, for example, where a person subjects, or threatens to subject, another person to any detriment because that person has made, or proposes to make, a complaint to the Australian Human Rights Commission; and
• follow the applicable departmental policies, and keep a record of actions taken and the reasons for those actions.

A package of e-learning lessons on the Disability Discrimination Act 1992 , with a focus on the Standards, has been developed to provide professional learning for teachers. These lessons are highly recommended for all staff and are mandatory for all school leaders who are substantive, relieving or acting in the roles of Director Educational Leadership, Principal, Deputy Principal, Assistant Principal and Head Teacher.

Supporting students with disability in schools

Under the Disability Standards for Education 2005 (the Standards), all principals and teachers have legal obligations to ensure students with disability can access and participate in education on the same basis as other students. It is unlawful to contravene the Standards - they are formulated under the Disability Discrimination Act 1992 (Cth) (DDA) and have the force of law. A failure to comply with the Standards can be the subject of a complaint to the Australian Human Rights Commission. The main obligations under the Standards are to facilitate the enrolment of students with disability, and enable their participation in education programs, on the same basis as students without disability. In addition to enrolment and participation, specific standards address curriculum development, student support services, and harassment and victimisation.

Consultation around disability

Consultation with a student or their ‘associate’ (usually their parent or carer) must occur in order to understand the impact of a student's disability and to determine whether any adjustments or changes are needed to assist the student. Depending on the circumstances, this may include talking about:

• the student’s needs and the type of assistance that may be needed
• the adjustments that could be made by the department to meet the student’s needs and whether these adjustments are reasonable
• whether there are any alternative adjustments that would be less disruptive and intrusive and no less beneficial for the student.

Reasonable adjustments

A failure to provide reasonable adjustments may amount to disability discrimination. Part 3 of the Standards contains detailed provisions relating to making adjustments that by law must be considered. It should be read in full. Examples of adjustments include:

• giving a student or parent with low vision all necessary enrolment information in enlarged text
• providing extra sessions teaching key words for a student with an intellectual disability
• giving a speech-to-text device to a student with a broken arm to assist in preparing assignments
• access to occupational therapy for students who require support to navigate the school grounds
• allowing a student with anxiety to present their project to a small group of peers rather than to a whole class
• ensuring appropriate transport is made available for all students to participate in excursions
• adjusting activities at the annual swimming carnival to enable participation by all students, including those with physical disability
• adjusting seating arrangements so a student with a wheelchair has enough space to move independently around the classroom like other students
• locating a classroom in an area of the school that is accessible to all students in the class, including those with mobility issues
• making multiple accommodations if necessary to meet a single learner's needs; for example, learners who require a sign-language interpreter may also need a note-taker because watching an interpreter prevents them from taking detailed notes
• adjusting arrangements for assessments or examinations.

When to contact Legal Services

There may be adjustments that are not reasonable in particular circumstances. There may also be occasions when compliance with the Standards might seem to impose ‘unjustifiable hardship’ on the department. If you consider that particular adjustments may not be reasonable or that compliance with the Standards imposes unjustifiable hardship on the department, contact Legal Services for advice.

Clarifications and commonly asked questions

When an adjustment is reasonable.

An adjustment is reasonable if it:

• supports a student with disability to participate in education on the same basis as other students
• takes into account the student’s learning needs
• balances the interests of the student with disability with the interests of staff members and other students.

In deciding whether an adjustment for a student with disability is reasonable, all relevant circumstances and information should be taken into account, including the:

• impact of the disability on the student’s learning, participation and independence
• views of the student with disability, or their associate, about their preferred adjustment
• impact of the adjustment on other students, staff members, the student’s family, and the department
• costs and benefits of making the adjustment
• need to maintain the essential requirements of the course or program.

When adjustments should be made

Reasonable adjustments should be made as soon as possible, to maximise the benefits for the student. What is reasonable for a particular student, or a group of students, with a particular disability, may change over the period of their education, and adjustments may need to be changed.

Does a disability have to be ‘confirmed’ to fall under the law?

A disability does not need to be 'confirmed' for it to come within the definition in the legislation. The department uses the term 'confirmed disabilities' to refer to disabilities that have been confirmed using established disability criteria , which provides eligibility for targeted provisions only. The definition also covers disabilities that presently exist, previously existed, or may exist in the future.

When potentially discriminatory actions are lawful

The Disability Discrimination Act 1992 (Cth) (DDA) provides that it is not unlawful to do a potentially discriminatory act if it is intended to ensure that people with disabilities have equal opportunities or affords people with disabilities the ability to meet their particular needs, in relation to areas such as education, employment, accommodation and the provision of goods and services. The Anti-Discrimination Act 1977 (NSW) provides an exemption for special needs programs that are for the purposes of providing people, traditionally or more likely affected by unlawful discrimination, access to facilities, services or opportunities to meet their particular needs or promote equal or improved access. Examples of potentially discriminatory actions that might be exempted include a program under which children with special needs are given priority during enrolment.

Specialised educational settings

Most students with disability are supported directly in their local school in mainstream classes. All students have a right to be enrolled in their local school. Some students who meet the department’s disability criteria attend support classes or units within mainstream schools, Schools for Specific Purposes (SSPs) or other specialised educational settings. SSPs provide specialist educational settings and intensive support for students with significant needs from preschool through to Year 12. These schools cater for students with moderate or high learning and support needs often associated with intellectual disability, autism, emotional disturbance or behaviour disorder, physical disability or sensory impairment. Some of the reasonable adjustments implemented within these settings include:

• specialist support classes having fewer students than mainstream classes
• every specialist class having a teacher and a school learning support officer
• students having access to itinerant support teachers (hearing and/or vision)
• eligible students having access to transport assistance under the Assisted School Travel Program.

Specialist settings also maintain active links with other nearby schools and their local communities. Students attending specialist settings may have access to support classes in mainstream schools or mainstream classes and are supported to participate in community activities and training.

Personal liability

Usually, the department will be responsible – and liable – for the unlawfully discriminatory acts and omissions of a staff member. On rare occasions, for instance if a staff member engages in deliberate unlawful discriminatory conduct, a staff member who does a discriminatory act will also be responsible.

Discrimination by students

Students sometimes discriminate against other students. However, young students are generally not bound by anti-discrimination laws, and the department is not liable for the actions of students. However, a failure to take positive action in response to student behaviour may result in the department engaging in unlawful discrimination. For example, a school may be held to have treated a person unfavourably if it fails to have and enforce a student behaviour management policy that does what is reasonably practicable to prevent unlawful discrimination.

Discrimination against staff

While the Standards only apply to students, both the ADA and the DDA protect people with disability (for example, staff or parents) against unlawful discrimination. The department’s commitment to ensuring our workplaces are accessible and designed to maximise participation as well as create leadership opportunities for our employees with disability is outlined in the Diversity and Inclusion Strategy 2018-2022 .

If you suspect unlawful discrimination

Managers and principals must take all necessary steps to ensure that workplaces and classrooms are free from unlawful discrimination, harassment or victimisation, and that their staff are informed of the principles of equal opportunity and anti-discrimination. Reports of such conduct must be taken seriously and appropriate action taken to prevent and correct the conduct. Under the Code of Conduct, all staff are required to report such conduct to their supervisor or director.

Further information

Unlawful discrimination Duty of care and behaviour management Disability learning and support A range of exemplars of good practice on effective adjustments, including how decisions are made on what is 'reasonable', can be found here:

• Exemplars of practice
• NCCD case study e-learning for primary schools
• NCCD case study e-learning for secondary schools
• Illustrations of practice
• Establishing a program inclusive of children with disability
• Specific education needs

Nationally Consistent Collection of Data on School Students with Disability

Policy last updated.

29 April 2024

On this page:

Process and data entry in cases21, student eligibility for inclusion in the nccd, nccd and funding, nccd and disability inclusion.

This policy outlines the requirements and resources available for schools to participate in the Nationally Consistent Collection of Data on School Students with Disability (NCCD).

• The Nationally Consistent Collection of Data on School Students with Disability (NCCD) is an annual collection of information about Australian school students with disability.
• The NCCD enables schools, education authorities and governments to better understand the needs of students with disability and how they can be best supported at school.
• All Australian schools are required to participate in the NCCD.
• Victorian government schools must submit their data for the collection via CASES21 by the first Friday in August each year.

About the NCCD

The Nationally Consistent Collection of Data on School Students with Disability (NCCD) is an annual collection of information about the number of students across Australia receiving adjustments due to a disability. All Australian schools are required to participate in the NCCD.

The data collected is used by schools, education authorities and governments to better understand the needs of students with disability and how they can best be supported at school.

Through the NCCD process, school teams use their professional judgment, based on evidence, to collect information about students who are receiving reasonable adjustments to access education because of disability. The information collected relates to the level of adjustment being provided for each student with disability and the broad category of disability identified as the main focus or driver for the adjustments.

The NCCD reflects and supports the ongoing work of schools. The NCCD draws on teachers' professional judgement and practices throughout the year supporting students with disability to access and participate in education on the same basis as other students.

The NCCD model is based on mandatory obligations to students under the national Disability Discrimination Act 1992 (DDA) and Disability Standards for Education 2005 (DSE). Understanding the legal obligations to students with disability is essential for all staff.

For more information refer to: Students with Disability .

Students who are eligible to be included in the NCCD

Students must satisfy the following conditions for eligibility to be included in the NCCD:

• the student has a disability that meets the broad definition of disability in the Disability Discrimination Act 1992 (Cth) External Link
• the student has been provided with reasonable adjustments to address the functional impact of a disability to enable the student to access and participate in education.

Where staff are unsure of whether a student’s condition or presentation meets the definition of disability under the Disability Discrimination Act 1992 (Cth) External Link (such as medical conditions or mental health) refer to relevant case studies on the NCCD Portal External Link for guidance.

Students receiving individualised funding

All students receiving individualised funding due to disability (Program for Students with Disabilities or Disability Inclusion Tier 3 funding) should be included in the NCCD. Students receiving adjustments with this funding are considered individually for the purposes of the NCCD but would in most instances be included in the NCCD as receiving a substantial or extensive level of adjustment.

• Disability Inclusion Profile

A Disability Inclusion Profile meeting will not generate a student’s level of adjustment for the purpose of the NCCD. However, it will provide information and evidence to support the school team's professional judgement when implementing the NCCD.

Specialist settings

All students enrolled in specialist settings are considered individually for the purposes of the NCCD, however, it is expected that they would be included in the NCCD as receiving a substantial or extensive level of adjustment due to a disability. The nature of specialist school settings and the enrolment verification process implies that the adjustments to support the student are in place all or most of the time, and that they are significant in scope and scale.

Undiagnosed (imputed) disability

Students are not required to have a formal medical diagnosis to be included in the NCCD. Under the national guidelines, a disability may be ‘imputed’ to a student who is receiving educational adjustments for the purpose of including them in the NCCD. An imputed disability is an undiagnosed disability the school team reasonably considers a student to have that is having a functional impact on their learning.

The school team must have reasonable grounds to impute disability based on the definition of disability in the Disability Discrimination Act 1992 (Cth) External Link , and evidence to support the decision. At a minimum, the school team must:

• ensure that the student’s parents, guardians or carers have been consulted about concerns the school has and been involved in identifying reasonable adjustments to address the identified concerns
• be confident, and have evidence to support the decision that the adjustments are being made to support the functional impact of a disability, and not in response to other factors, for example, to support a student for whom English is an additional language, or as a temporary response to circumstances or environmental factors experienced by a student, such as a familial disruption, economic factors, a natural disaster, or a gap in learning.

Detailed guidance for imputing disability for the NCCD External Link is available on the NCCD Portal.

All students who meet NCCD criteria, including those with imputed disability, must be included in the annual collection. Case studies where a student has been imputed with a disability External Link are available on the NCCD portal.

Adjustments or learning support for reasons other than a disability

Students receiving adjustments for reasons other than a disability are not eligible for inclusion in the NCCD. Case studies where a student is receiving an adjustment and not eligible to be included in the NCCD External Link can be found on the NCCD portal.

Further eligibility information is available in the Student eligibility for inclusion in the NCCD guidance chapter.

Evidence and recordkeeping

Schools must retrospectively report the level of adjustments provided to students with disability over a minimum of 10 weeks, and the broad category of disability identified as the main focus or driver for the adjustments.

Evidence of adjustments can be collected anytime between the census dates from one school year to the next. Adjustments may be delivered over consecutive weeks, or alternatively, may be delivered cumulatively, provided the cumulative period is at least 10 weeks.

Schools are not required to create new evidence for the purposes of the NCCD. Schools will already have documented evidence that support their decisions as standard practice to meet their legal obligations. This includes:

• Individual Education Plans (IEP)
• Student Support Group (SSG) minutes
• teacher work programs and notes
• records of conversations or other communications with parents and allied health professionals.

Timeline for schools to collect and submit data

Schools must submit their data for the NCCD collection by the first Friday in August each year (August census date).

The department encourages schools to begin entering their NCCD data into CASES21 from Term 2. Schools are not required to wait until the census date in August to begin entering data.

The following timeline is a recommendation of actions for schools to collect, submit and review data for the NCCD.

Term 1 – Preparation

• Identify the staff in the school responsible for implementation of the NCCD (school team)
• Staff implementing the NCCD are recommended to complete professional learning on the Disability Discrimination Act 1992 (Cth) and requirements under the Disability Standards for Education 2005 (Cth) External Link

Term 2 – Data moderation and entry

• Provide all teachers with the NCCD fact sheet (DOCX) External Link and encourage staff to engage in professional development through the NCCD portal External Link . School staff can also complete a short NCCD eLearning module External Link available on the LearnEd portal on eduPay
• The school team are recommended to apply the NCCD model External Link to determine which students will be included in the collection, the level of adjustments that are being made, and the broad category of disability for each student
• The school team leads professional discussions to confirm that decision making has been applied consistently through moderation meetings with teachers at the school and, where possible, other schools. Teachers use the evidence collected throughout the year to make decisions that are consistent, reliable, and defensible
• Nominated school staff member begins entering data into CASES21

Term 3 – Data verification and submission

• Data entry into CASES21 continues, any time before the census date
• School principal verifies and finalises any changes to NCCD data, supported by evidence held by the school
• Schools submit final data by the August census date

Term 4 – Review and evaluation

• The school team evaluates the application of the NCCD model and how school practices and processes could be improved to facilitate next year's NCCD. School teams can refer to the Reflection Tool External Link

Information to support schools with the NCCD process

• What is the NCCD model? External Link
• The Data Collection Model External Link (interactive)
• Step 1 – Is there an adjustment? External Link
• Do you have evidence? External Link
• Levels of adjustment (viewer) External Link
• Step 3 – What is the category of disability? External Link
• Step 4 – How do you record and submit the data? External Link

NCCD data entry

Victorian government schools submit their data through CASES21. This is explained further in the guidance tab, and in the CASES21 Administration Guide Chapter 5 (PDF) External Link page 109.

Moderation of student data

School staff are encouraged to meet in teams to discuss and moderate External Link the collected data. This practice ensures that the NCCD data submitted is accurate and consistent.

When moderating school-based decisions, staff are recommended to engage in professional discussions using the evidence collected throughout the year about their students’ level of adjustment and category of disability to make decisions that are consistent, reliable, and defensible.

Schools undertake moderation processes (PDF) External Link during Term 2. This allows schools sufficient time to address any significant discrepancies in judgements that can affect the consistency and reliability of data.

A professional learning webinar External Link is available on the NCCD Portal to support school teams to engage in moderation discussions.

Professional learning

The department provides training for all school-based staff on their role in the NCCD via the LearnEd portal on eduPay External Link (staff login required).

The department also provides a factsheet for schools to pass on to teaching staff when collecting and moderating NCCD data. This can be found in the Resources tab of this policy.

The NCCD Portal provides information and professional learning resources for teachers, school leaders, support staff, parents and carers. The portal includes a significant amount of information and guidance to help teachers and school teams work through the steps to complete the NCCD.

To access these support materials, visit the NCCD Portal External Link .

The NCCD is designed to complement and reinforce the legislative requirements that apply to all Australian schools and education institutions under the:

• Disability Discrimination Act 1992 (Cth) External Link
• Disability Standards for Education 2005 (Cth) External Link

Before completing the NCCD, it is recommended all school staff undertake professional learning to develop or refresh their knowledge and understanding of the legal obligations relating to students with disability .

eLearning resources External Link on the Disability Discrimination Act 1992 (Cth) and the Disability Standards for Education 2005 (Cth) are freely accessible on the professional learning External Link page on the NCCD Portal.

Practical guides about the Disability Standards for Education 2005 (Cth) for individuals, families and communities External Link can be accessed on the NCCD Portal.

Related policies

• Disability Inclusion Funding and Support
• Individual Education Plans
• Program for Students with Disabilities External Link
• Students with Disability
• Student Support Groups

Relevant legislation

• Equal Opportunity Act 2010 (Vic) External Link

This guidance contains the following chapters:

What to do:

• the department requires the principal to verify that the school has undertaken appropriate processes to complete the NCCD and that the student information collected is accurate
• the nominated school staff member enters verified data for each student eligible for inclusion in the NCCD in CASES21 following the instructions in the CASES21 Administration Guide Chapter 5 (PDF) External Link page 109 (staff login required)
• Students with disability – disability summary [ST21428]
• Students with disability – student summary [ST21429].

* Note: If the PDF version of the Summary reports were not saved at the time of submission, school staff can still access the previous year’s data. This is found through the autosave Excel document in the school’s local P:Drive at any time. There will be 2 Excel documents saved at 2 timepoints of the previous year, on the August Census date and in mid-October.

Schools must submit verified NCCD data in CASES21 by the August Census date each year. The department supports schools entering data from Term 2, with all data to be verified and finalised in CASES21 by the August Census.

Student Eligibility for Inclusion in the NCCD

Which students should be included in the nccd.

For a student to be included in the NCCD, the student must meet all of the following 3 criteria:

• the functional impact of the student’s disability results in the school actively addressing or supporting the student’s specific individual education needs arising from their disability within quality differentiated teaching practice and/or monitoring the student or providing a ‘supplementary’ or higher level of adjustment or support
• there is evidence at the school that the student has been provided with adjustment/s for a minimum period of 10 weeks of school education (excluding school holiday periods) in the 12 months preceding the NCCD census day.

Does the student have a disability?

Definition of disability.

The NCCD categories of disability infographic External Link shows how the definition applies for NCCD disability categories. The Disability Discrimination Act defines disability broadly as outlined below:

• total or partial loss of the person's bodily or mental functions or
• total or partial loss of a part of the body or
• the presence in the body of organisms causing disease or illness or
• the presence in the body of organisms capable of causing disease or illness or
• the malfunction, malformation or disfigurement of a part of the person's body or
• a disorder or malfunction that results in the person learning differently from a person without the disorder or malfunction or
• a disorder, illness or disease that affects a person's thought processes, perception of reality, emotions or judgement or that results in disturbed behaviour;

and includes a disability that:

• presently exists or
• previously existed but no longer exists or
• may exist in the future (including because of a genetic predisposition to that disability) or
• is imputed to a person (see below).

To avoid doubt, a disability that is otherwise covered by this definition includes behaviour that is a symptom or manifestation of the disability.

The NCCD identifies all students with disability who are receiving adjustments to educational programs, even if there is no formal diagnosis of disability. A proportion of students included in the NCCD have formal diagnoses of disability supported by medical or allied health professionals’ diagnostic reports. However, there are cases where a student’s disability has not been formally diagnosed and a school team ‘imputes’ disability for the purposes of the NCCD.

There are also some circumstances where a school will make an adjustment(s) to support a student without disability. Based on these circumstances alone, a student would not be included in the NCCD, despite the school making adjustment(s) to support their learning. The table below contains some examples of when schools can impute a disability and when they cannot impute a disability.

When to impute

• The school has evidence that the student requires educational adjustment(s) arising from disability, but a formal diagnostic process has not been undertaken
• There is new presentation of disability that is only beginning to have a functional impact on learning, for example, a degenerative condition or social/emotional challenges that are not attributable to other factors (see below ‘When not to Impute’)
• The student is experiencing persistent and ongoing learning difficulties, and the school is not yet sure if this is due to an underlying specific learning disorder
• Lack of progress cannot be attributed to other factors, for example, absenteeism, ad hoc, as opposed to targeted, intervention
• The student has been unwell for an extended period, but medical specialists have not yet been able to determine the cause
• Limited opportunities to access qualified specialists have meant that there has been no diagnosis
• The student’s parents, guardians or carers are unable to, or have chosen not to, seek a diagnosis for the child

When not to impute

• English as an additional language or dialect (EAL/D)
• Refugee background
• Absenteeism or school refusal not related to disability
• Environmental impacts (for example, family disruption, natural disasters)
• Being a carer
• Out-of-home care or transience
• Temporary incapacity for less than 10 weeks (for example broken limb) or remediation after a period of illness
• Ineffective instruction
• Challenging behaviours not related to disability
• Socio-economic
• Cultural disadvantage

In situations where these circumstances result in imputed disability, the school’s evidence must clearly relate to the imputed disability, not the circumstance.

What is an adjustment?

Adjustment(s) for students must be made to meet ongoing, long-term specific needs directly related to their disability that has a functional impact on their schooling. Some examples of areas in which students may require adjustments include:

• teaching and learning: the student may require changes in curriculum and teaching practices to achieve the learning outcomes described in syllabus documents
• communication: the student’s ability to receive and understand information being conveyed by others and the student’s ability to convey a message to others
• participation: the student’s ability to engage in successful interactions and participate effectively in the full school program and the management strategies required to ensure the student’s safety
• personal care and safety: the student may require essential hygiene, eating, drinking and dietary routines which require individual management, and the procedures specified in an individual health care plan which require specialised support
• movement: the student’s level of functional independence in mobility and positioning and the student’s ability to use the hand motor skills required to participate in learning activities.

The Disability Standards for Education 2005 (Cth) External Link require that the student or their parents/associates are consulted prior to an adjustment being made, however parental consent is not required for students to be included in the NCCD.

Levels of adjustment

The NCCD collects data on the level of adjustment made to usual classroom practice to enable students with disability to access education. There are 4 levels of adjustment recorded in the NCCD (follow the links below for a more in-depth explanation of each adjustment level):

• support provided within quality differentiated teaching practice External Link
• supplementary adjustments External Link
• substantial adjustments External Link
• extensive adjustments External Link .

The level of adjustment is determined by teacher judgement, supported by evidence External Link of these adjustments in the classroom, such as Disability Inclusion Profiles, Individual Education Plans, Student Support Group minutes, work programs, and similar documents. For additional guidance, the levels of adjustment viewer External Link can be used to compare two levels of adjustment concurrently.

Categories of disability

The NCCD also collects data on the broad category of disability for which an adjustment is required. These categories are listed below, with detailed information in this categories of disability infographic (PDF) External Link :

• social/emotional.

If adjustments are made for multiple disabilities, teachers and school teams should select the disability category that has the greatest impact on the student’s education and is the main driver of adjustments to support the student at school.

Evidence requirements

To determine whether a student is eligible to be included, consider whether:

• there is evidence at the school that the student is being provided with an educational adjustment to meet ongoing, long-term specific needs associated with disability
• decisions have been made in consultation with the student and/or their parents, guardians or carers.

For Victorian government schools, this evidence could include:

• Disability Inclusion Profiles
• Student Support Group minutes
• work programs
• any other school documents showing adjustments to the curriculum or environment to support a student with disability.

The definition of ‘long-term’ for this purpose is a minimum period of 10 weeks of school education (excluding school holiday periods) in the 12 months preceding the NCCD.

The adjustments do not need to take place each and every day over the 10 weeks. The 10-week period of adjustment(s) does not need to be consecutive – it can be cumulative and split across school terms in the 12 months preceding census day.

If a student is participating in a school-based activity during the school holidays (for example, camp) where the school is providing adjustments, then this time can be included in the 10 weeks.

Where a student receives adjustments for any amount of time within a school week, that constitutes a ‘week’ for the purposes of the 10-week rule. The amount of time an adjustment(s) is provided to the student may vary from infrequent or occasional (for example, for a specific class or activity) through to all day every day of the week.

NCCD and mental health

Students receiving educational adjustments at school due to a mental health condition may be eligible for inclusion in the NCCD. Schools must apply the NCCD criteria to determine a student’s eligibility.

Disability and mental health

Schools must be satisfied that the mental health condition driving the need for the adjustment meets the definition of disability under the Disability Discrimination Act 1992 (Cth) External Link .

Case studies External Link are available on the NCCD portal that provide examples of where students receiving adjustments due to mental health challenges are eligible for inclusion in the NCCD, in the Social/Emotional disability category.

Students’ experience of trauma may have wide ranging impacts and consequences that may or may not lead to a disability. Students affected by trauma may have diverse and complex needs. The appropriate response(s) to trauma that do not lead to a disability can differ from adjustment(s) received by a student with disability.

Students affected by trauma must only be included in the NCCD if they have a disability as defined in the Disability Discrimination Act and meet the other criteria for inclusion.

Undiagnosed (imputed) disability and Mental Health conditions

Under the national NCCD Guidelines External Link , a diagnosis is not required to include a student in the NCCD.

Mental health conditions that are often diagnosable include depression and anxiety. In the absence of a diagnosis, schools can impute a disability where the school has reasonable grounds to make such a judgement and documented evidence to support the decision. The school must have consulted with the student’s parents/guardians and involved them in identifying reasonable adjustments to address the identified concerns.

Detailed guidance for imputing disability for the NCCD is available on the NCCD Portal External Link .

Adjustments and mental health

The presence of a mental health condition that meets the NCCD definition of disability is not in and of itself cause for including a student in the NCCD. The school must be actively providing adjustments to support the student with the mental health condition for a minimum period of 10-weeks and collecting appropriate records, such as:

• diagnosis (when available)
• records of conversations or other communications with parents and/or allied health professionals
• other school records, for example, Individual Education Plans, Student Support Group minutes, teacher work programs and notes, Behaviour Support Plans.

Moderation to ensure accurate decision-making

It is best practice for school leadership teams to lead professional discussions with teachers through moderation meetings to ensure school teams are applying consistent considerations and approaches when deciding whether to include a student in the NCCD, including due to a mental health condition. Teachers must use the evidence collected throughout the year to make decisions that are consistent, reliable, and defensible.

NCCD data does not generate Disability Inclusion Profile funding outcomes for Victorian government schools. However, the level of adjustments captured as part of the NCCD process can be provided as one of the inputs into the Disability Inclusion Profile to assist the facilitators to make a determination.

Individualised funding

To support inclusive practice in schools the department has begun to roll out a new funding and support model for students with disability, Disability Inclusion .

Disability Inclusion introduces a tiered funding model for students with disability, providing additional funding for schools to help students with disability take part in their education on the same basis as their peers. This replaces the Program for Students with Disability (PSD) External Link .

The following guidance provides Victorian government schools with additional information to better understand the differences and intersections between the NCCD and Disability Inclusion.

Disability Inclusion and the Nationally Consistent Collection of Data (NCCD) on school students with disability are separate initiatives that assist Victorian government schools to support students with disability to access and participate in education on the same basis as their peers. While the 2 programs use similar language and concepts, they have distinct purposes.

The NCCD is an annual process to identify school students receiving educational adjustments due to disability to access education. The NCCD provides an annual ‘snapshot’ of students with disability that enables school teams to better understand how these students can be best supported. Disability Inclusion provides increased support for students with disability through building the skills and knowledge of schools in inclusive education and introducing the Disability Inclusion Profile and a tiered funding model.

Strong school engagement with the NCCD will assist schools with Disability Inclusion Profile processes. For example, evidence collected for the NCCD can be used to support the profile meeting participants in determining the level of adjustment recorded for the student.

A Disability Inclusion Profile outcome does not determine a student’s level of adjustment for the purposes of the NCCD. However, it does provide information and evidence to support the school team's professional judgement when implementing the NCCD.

NCCD data can assist schools in making decisions regarding the spending of Disability Inclusion Tier 2 funding and identifying students that may benefit from a Disability Inclusion Profile.

All students who have undertaken a Disability Inclusion Profile must be included in the NCCD.

Professional learning on the NCCD Portal

The NCCD Portal External Link provides information and professional learning resources for teachers, school leaders, support staff, parents and carers. The portal includes a significant amount of information and guidance to help teachers and school teams work through the steps for completing the NCCD.

Key resources

• NCCD guidelines External Link
• NCCD quick guide External Link
• Resources for principals and administrators External Link
• Resources for teachers External Link
• NCCD fact sheet for teachers (DOCX) External Link

Other tools to assist schools with data collection

• Case studies External Link
• Primary teachers External Link
• Secondary teachers External Link
• Illustrations of practice External Link
• Student summary sheet External Link
• Strategies to support decision making External Link
• Moderation process professional learning webinar External Link
• Reflection Tool External Link
• Glossary External Link

NCCD promotional material

• A3 poster for display (PDF) External Link
• A4 poster for display (PDF) External Link
• Introductory booklet on the NCCD portal (PDF) External Link
• Sample letter for parents, guardians and carers (DOCX) External Link

Additional information notices

• Data collection legislation External Link
• Notice for schools and school principals External Link
• Public information notice External Link

Reviewed 21 March 2024

• Open access
• Published: 11 September 2024

Digital learning in nursing education: lessons from the COVID-19 lockdown

• Gro Gade Haanes   ORCID: orcid.org/0000-0001-5334-6193 1 , 2 ,
• Etty Nilsen   ORCID: orcid.org/0000-0003-2769-675X 2 ,
• Randi Mofossbakke   ORCID: orcid.org/0000-0001-5900-0652 2 ,
• Marianne Wighus   ORCID: orcid.org/0009-0008-3252-9554 2 &
• Monika Ravik   ORCID: orcid.org/0000-0002-1490-9341 2  

BMC Nursing volume  23 , Article number:  646 ( 2024 ) Cite this article

Metrics details

The COVID-19 pandemic necessitated a swift transition to e-learning, significantly impacting nursing education due to its reliance on practical, hands-on experiences and the critical role nurses play in healthcare. Nursing students need to achieve high levels of clinical competence through experiences traditionally obtained in clinical settings, which e-learning had to replicate or supplement. Understanding the unique challenges faced by nursing students in e-learning environments is crucial for developing educational strategies that enhance learning outcomes and contribute to improved patient care. This study aimed to explore the experiences of nursing students and newly qualified nurses (as students) with e-learning during the COVID-19 lockdown, focusing on how it influenced their learning and professional development.

This exploratory and descriptive study employed qualitative interviews with 31 participants, including full-time nursing students, part-time nursing students, and newly qualified nurses (as nursing students). Conducted online via Zoom during February and March 2022.

The findings suggest that integrating small group interactions and employing strategic pedagogical support can enhance e-learning effectiveness. However, barriers such as technological difficulties, psychological challenges, and social isolation were also identified. Understanding these unique opportunities and challenges can help educational institutions optimize e-learning strategies, ensuring nursing students are well-prepared for their crucial roles in healthcare.

The rapid shift to e-learning due to the COVID-19 pandemic presented challenges such as technological, psychological and social aspects, but also opportunities to rethink and enhance nursing education delivery. Implementing appropriate pedagogical e-learning strategies, such as scaffolding and small group learning, can better prepare nursing students for their essential roles in healthcare. This study contributes to the body of knowledge on digital education and provides a foundation for future research aimed at optimizing e-learning in nursing education.

Peer Review reports

The COVID-19 pandemic necessitated a rapid and unprecedented transition to e-learning across various educational disciplines, impacting fields that rely heavily on practical training, such as nursing. The abrupt shift to digital learning modalities highlighted the critical need for nursing students to achieve high levels of clinical competence through experiences traditionally obtained in clinical settings, which now had to be replicated or supplemented with e-learning [ 2 , 3 ].

E-learning, broadly defined as the use of electronic media and devices to facilitate learning, emerged as a crucial tool during the pandemic, enabling the continuation of education while minimizing virus transmission risks [ 4 ]. The literature reveals varied student experiences with e-learning, emphasizing benefits such as flexibility and accessibility, yet also highlighting challenges, particularly in maintaining clinical competencies and psychological well-being [ 5 , 6 , 7 ].

Literature on e-learning in nursing education has highlighted a variety of student experiences, emphasizing the benefits of flexibility, accessibility, and the potential for self-paced learning [ 8 , 9 ]. It is, however, important to recognize that e-learning encompasses more than just flexibility. Nursing education typically combines clinical and theoretical components [ 10 ], both of which were significantly affected during the pandemic. Barret [ 11 ] found that the COVID-19 pandemic had a detrimental impact on nursing education as a whole, with nursing students facing unprecedented challenges in areas such as academic requirements, additional clinical commitments, and personal safety measures. The theoretical component had to be completed entirely through e-learning on online platforms, without in-person interactions with educators and peers [ 2 ]. Furthermore, the challenges included inadequate digital infrastructure, inadequate experience of educators with teaching using technology, and difficulties in engaging nursing students on digital platforms [ 12 ]. Additionally, the clinical component faced barriers due to physical restrictions that reduced the ability of students to engage in clinical practice [ 2 ]. Some students and educators worry that e-learning formats may not effectively replicate the hands-on clinical experiences. In the study by Ravik et al. [ 2 ], there were a concern about the adequacy of e-learning in fulfilling the practical and interpersonal skill development that is central to nursing education. Also, nurse mentors at practice locations had increased responsibilities related to the pandemic, which reduced their availability for students [ 11 ]. Studies have revealed that nursing students exhibited decreased motivation during the pandemic that reduced their ability to acquire knowledge and skills [ 13 , 14 ] Some students also experienced delays in their education, resulting in extended clinical placement periods or the omission of certain training components, leading to increased stress [ 15 ]. Given the critical role that nurses play in healthcare systems, understanding the unique challenges they face in e-learning environments is important [ 16 ]. However, e-learnings efficacy in nursing education, which combines theoretical and clinical components, remains underexplored.

This study aims to explore the nuanced experiences of nursing students and newly qualified nurses (as nursing students) with e-learning during the COVID-19 lockdown, focusing on how this transition influenced their learning and professional development. While the study primarily focuses on e-learning during the pandemic, it also considers the unique challenges and opportunities presented by the sudden shift to this mode of learning.

The integration of Vygotsky’s sociocultural theory and Marton & Säljö’s learning approaches provides a theoretical framework to understand these experiences [ 17 , 18 ]. Vygotsky’s concept of the zone of proximal development (ZPD) emphasizes the role of social interaction and guided learning in achieving higher cognitive functions [ 17 ]. In the context of e-learning, this underscores the importance of structured and supportive online environments. Marton & Säljö’s distinction of how nursing students engage with digital approaches further informs our understanding of how nursing students engage with digital learning materials [ 18 ].

This study addresses significant gaps in the existing literature by providing a comprehensive exploration of the longitudinal influence of e-learning on nursing students’ clinical competencies, academic performance and psychological well-being. By examining the rapid adaptation of e-learning during the pandemic, we aim to inform future educational strategies that enhance learning outcomes and contribute to improved patient care.

This study is a part of a larger investigation exploring nursing students learning during the COVID-19 pandemic. We employed an exploratory and descriptive research design utilizing in-depth qualitative individual and pair interviews [ 19 ]. The exploratory design was chosen to investigate the nuanced experiences of nursing students and newly qualified nurses (as nursing students) transitioning to e-learning during the COVID-19 pandemic inductively and without any theoretical approaches [ 20 ]. This approach allowed for the systematic gathering of in-depth insight into an under-researched area, particularly in response to the unprecedented global health crisis. The descriptive aspect aimed to provide a comprehensive understanding of these experiences, capturing emerging themes and patterns during data collection and analysis.

Sample and recruitment

Our participants were recruited using a purposive sampling strategy, targeting nursing students and newly qualified nurses from one Norwegian university and various clinical placements [ 21 ]. Recruitment was facilitated via email invitations and postings on relevant educational and professional online forums, with a detailed explanation of the study’s purpose and the voluntary nature of participation.

The study included 31 participants divided into 3 distinct samples: nine full-time nursing students in their 3rd year, 12 part-time students in their fourth year, and ten 10 newly qualified nurses who had completed their education during the pandemic (Table  1 ). The selection of these groups was guided by the principle of information power, ensuring a rich and diversified representation of experiences to reach data saturation [ 22 ].

The inclusion of newly qualified nurses who had completed their education during the pandemic provided a unique perspective on the use of digital learning throughout their education. In addition, certain parts of their practice were replaced with digital classes, which reportedly are difficult to implement as replacements for hands-on experience [ 2 ].

Data collection

Data were collected through semi-structured interviews conducted online via Zoom during February and March 2022 due to pandemic restrictions. The interview guide, developed by the research team, focused on experiences and reflections related to e-learning and physical presence during the education process. Each interview lasted 60–90 min and was recorded and transcribed verbatim. Demographic data were collected at the beginning of each interview using a structured questionnaire, ensuring comprehensive analysis of participants’ experiences in relation to their backgrounds. The required information power was reached after conducting 29 interviews [ 22 ].

Ensuring trustworthiness

The study adhered to the Consolidated Criteria for Reporting Qualitative Research (COREQ) checklist to ensure methodological rigor [ 23 , 24 ]. This included strategies to enhance credibility, transferability, dependability, and confirmability [ 25 ]. Researches engaged in reflexivity, examining their perspectives and potential biases to ensure they did not unduly influence the data collection and analysis.

Data analysis was conducted using inductive qualitative content analysis as described by Graneheim and Lundman [ 26 ] and Lindgren et al. [ 27 ] to condense extensive text into easy-to-understand pieces of information and to identify essential patterns. The process involved six steps: initial reading to identify core messages, data filtering to extract relevant text segments, data condensation into meaningful units, coding, formation of subcategories, and development of overarching theme. This method allowed for both manifest and latent content to be transformed into codes, subcategories, and categories, which were then synthesized into an overarching theme [ 28 ]. We also included illustrative quotes to support our research findings, making necessary adjustments for clarity. The whole research group took part in the analysis and discussed and agreed upon both categories and subcategories as well as the overarching theme.

Ethics approval and consent to participate

This study was approved by the Norwegian Social Data Service (project number 396247) and adhered to the ethical principles outlined by the National Committee for Research Ethics in the Social Sciences and the Humanities [ 1 ]. Informed consent was obtained from all participants, and data were securely stored on the university’s research server.

The study revealed three main categories and six subcategories that aligned with the overarching theme identified in the study (Table  2 ).

Learning possibilities and learning barriers

In exploring the Learning Possibilities and Learning Barriers of e-learning, this study categorizes the findings into two pivotal subcategories: Group Dynamics in E-Learning and Engagement in Virtual Settings . Each category sheds light on different aspects of the educational experience under the conditions imposed by the pandemic.

Participants reported that they prepared for the digital classes in the same way as they would for in-person classes. However, they felt that the lack of nonverbal cues and other communication differences sometimes reduced their ability to participate fully. Despite attendance being mandatory, participants did not report any significant benefits to digital classes over traditional in-person classes. Sometimes the students had been told to read or watch something in advance, such as a PowerPoint presentation or a film, as in a “flipped classroom,” which they reportedly were keen to do more often since this also could lead to greater engagement. They specifically mentioned that a film had the advantage of being able to be stopped and rewound if they did not understand parts or even all of it.

Group dynamics in E-Learning

This subcategory explores how the size and composition of learning groups (small vs. large) influence interaction, engagement, and knowledge acquisition.

The participants noted that smaller groups tend to increase the sense of responsibility that individuals had to contribute to academic discussions. One of the participants said:

“It was easier for people to speak up , and there was more discussion and reflection , so to speak.” (2–12).

The participants recognized the importance of peer interactions in gaining new perspectives and challenging their own ideas through reflection. They reported that listening to the experiences of others could increase their understanding and moments of realization. Additionally, the respondents found it useful to discuss the tasks performed by their peers, although some expressed reluctance to share their own assignments. One of the participants said:

“It was also instructive to discuss other students’ cases , but it was clear that some were hesitant to present their cases and assignments in front of everyone else. Nevertheless , I believe that most students were happy about it when they received constructive feedback , and it was instructive.” (1–8).

Engagement in virtual settings

Analysis of student participation levels during digital classes, with a focus on the impact of breakout rooms and passive learning environments.

When preparing for digital classes and group sessions, students mainly focused on their assigned tasks and prepared questions for the teacher. During group sessions, students reviewed their work and contemplated how to present or discuss their findings with their peers. Nevertheless, some students considered that the discussions during these sessions were unproductive and superficial. Some of the participants were passive, lacked motivation, and did not take the initiative to lead discussions. This resulted in some of them perceiving breakout room sessions as a waste of time:

What kept us going in these hours , in the digital hours , was that we knew we were going into these small breakout rooms. Then we got a little more sense of responsibility to follow along and participate in the teaching , compared with it becoming very passive , with only lectures without any discussion in between.” (1–6) .

While others were looking forward to participating in these sessions. Examples of these views are as follows:

“During breakout room sessions , most students appeared exhausted due to the prolonged screen time. This led to a lack of active participation , with only a few students engaging in the discussions while others found excuses to be passive.” (1–5) .

Regarding the use of black screens during digital classes, the participants felt uncomfortable about allowing others into their personal space, particularly when many students were present. They also found it inappropriate to have private activities and distractions visible in the background during academic sessions. Furthermore, they observed that distractions such as children or pets were common among students who did not use black screens. While the use of black screens was a personal choice, some participants deemed this necessary to prevent privacy invasion and distractions during digital classes:

“There was an option not to turn on the camera , and many chose that. It was the easiest option , and people felt they were still following along even without a picture. I felt very exposed when I had my camera on. So , in the end , most people chose not to have their cameras on at all. It was the easiest choice.” (1–3) .

Some participants considered it disrespectful when they attended classes with their cameras off and did not actively engage in the discussion:

“The teachers said they thought it was good to be able to see us , and I agree that it’s probably better for learning to be able to see each other. But at the same time , it’s uncomfortable to sit there and not know who is looking at you at that moment , because you don’t know…it makes you very self-conscious. It was nice to just be able to sit at home in peace , and enjoy a cup of tea , and eat at the same time.” (1–4) .

Technological challenges

In addressing the Technological Challenges faced during the transition to e-learning, our study delves into the complexities of digital Platform utilization and Interface challenges , and the various Connectivity and Technical Reliability that significantly impacted the learning process. This main category is divided into two critical subcategories that collectively explore the infrastructural and operational issues encountered by both students and educators.

The participants reported mixed experiences with the digital classes. The lack of technical proficiency among some teachers caused delays and mistakes. At the start of the pandemic, several of the clinical placements were not ready to participate in Zoom classes, which created additional stress for those who relied on their own 3G/4G data.

The participants experienced that the university overall as well as its teachers and students were not prepared for the sudden lockdown. Some of the participants experienced confusion during a hybrid lecture in which some individuals were present in the lecture room while others had to participate remotely via Zoom:

“Suddenly , the technical equipment at the university didn’t work in the lecture hall , or if there were things that needed to be demonstrated , they were too small. Or things were written on the board , while those who were present online had a PowerPoint file . So , there were some challenges , but as long as you communicated with the lecturer , it went well.” (2–3) .

Platform utilization and interface challenges

This subcategory focuses on the practical difficulties experienced by participants of digital learning platforms such as Canvas. Issues such as user interface complexity, inconsistent usage across courses, and the steep learning curves to understand their impact on the e-learning experience.

The participants complained that teachers from different subjects used the digital platform in different ways, and that it took too long working out how to use it.

When asked about their experiences of using the digital teaching and learning platform, the participants found it easy to use, but they criticized some teachers for lacking proficiency in using the platform. They found it unacceptable for teachers to make mistakes with the platform, especially when it came to submitting important assignments. The participants wanted all teachers to use Canvas in the same way and suggested having a video showing how to do this. Many participants found the Canvas layout to be messy, and some participants wondered if all teachers understood it as well as they should have. Sometimes what the participants were looking for was hidden inside other documents, and the teachers used different terms and different file names for the same things. Sometimes there was a reference to a folder that led to another folder, making it harder for the participants to find what they needed. Related information was in various places, and the participants thought that there should be fixed places where the same types of information were posted. One of the participants said:

“It was messy and I’m a little unsure if all the teachers have actually understood it 100% themselves. Because if there is one topic , a teacher has chosen to put the information in one place. So , then you expect that for the next topic , the information will be in the same place , but suddenly…no , it’s not there anymore. Apparently , it’s in a completely different place now. To be completely honest , I didn’t learn how to use Canvas properly until now , my fourth year.” (1–2) .

Some subjects had schedules that were divided into weeks, while others did not have a common structure, which caused confusion.

Connectivity and technical reliability

Connectivity and technical reliability are crucial for successful e-learning. This subcategory explores the nature of technological disruptions like internet connectivity problems, hardware failures, and software glitches that have posed significant barriers to continuous and effective learning.

Several minor technical problems occurred during teaching sessions, such as losing the Internet connection occasionally. There were also occasions when several municipalities where the students lived triggered alarms without warning, which could interrupt entire lectures. There were also times when the private networks that the students accessed where they lived were not optimal, and several of the students reported that there was no one they could ask for IT help. The university was closed, and they also did not have access to a printer when they needed one. One of the participants said:

“There have been these small technical problems. One thing is that you might lose the Internet connection during a lecture. There have been times when the municipality suddenly checks that the alarms work , which sound 10 times. And then , if I’m on placement and need to do a middle or end evaluation online , there have been issues where our private computers do not have a strong enough connection due to their ‘guest passwords’ , and when we log in to their computers , they do not have a camera. They may also have very poor speakers , so it’s hard to hear the teacher. So , it has been a challenge.” (2–7) .

Other technical problems included participants using a smartphone instead of a PC and the smartphone logging them out or being disturbed by other incoming announcements from the smartphone at the same time.

Some participants could not access the Zoom sessions due to not knowing the required passwords. This resulted in several messages going back and forth to fellow students about them not being allowed into classes that they had requested access to. This of course disrupted the teaching and took the focus away from the actual taught topic:

“Suddenly, a password was required to enter the lecture or meeting without prior notice. I also don’t think the teacher was aware of it.” (1–6)

Psychological and social challenges

In exploring the Psychological and Social Challenges associated with e-learning during the pandemic, this category addresses the emotional and social dimensions that affect student engagement and learning outcomes. It is divided into two subcategories that assess Cognitive and Emotional Engagement of shifting from traditional classroom environments to virtual learning spaces and Social Interaction and Isolation.

Participants noted that the teachers increasingly did not attend practice periods, and so the students had to rely on their practice supervisor, if they had one. Some of the participants also said that the quality of digital support and guidance they received varied markedly depending on how familiar individual teachers were with using online tools.

A lack of structure and guidance in teaching arrangements and the discussion groups contributed to some of the participants considering the group sessions to be ineffective, leaving them feeling disconnected and unengaged.

The participants argued that during the pandemic, nursing students had to complete a “corona task” as part of their education program to make up for missed practical hours, which involved writing 500 words per day for each day of absence from the clinical setting. The tasks were specific to the type of care the students were providing, such as palliative care. Each task was graded as a pass or fail, and the students had to adhere to the university’s formatting and content guidelines. Participants expressed concern that the extra workload—which was additional to their existing academic and clinical responsibilities—placed them at risk of failing the course if they became ill. The participants also noted that the degree of leniency when they became ill varied between teachers. Moreover, only some of the students had prior experience of academic writing. One of the participants said:

“Not only did you become ill and were afraid of failing , but you also had to perform a task that you didn’t know if you could complete , in addition to everything else. So , you are right that it also puts you at risk of failing. For example , XX wrote his task while he was sick , but the teachers preferred that he recovered first and then completed it. I think that’s a good arrangement , but at the same time there’s also a time pressure if you don’t get it approved before the end of the clinical practice.” (2–8) .

Cognitive and emotional engagement

This subcategory examines the cognitive load and emotional strain placed on students navigating e-learning. It delves into issues such as difficulty in maintaining concentration, motivation levels, and the general mental fatigue associated with prolonged digital interaction, reflecting on how these factors hinder the learning process.

The participants widely considered long lectures on Zoom to be boring and hence difficult for maintaining concentration, especially when the teacher was simply reading out from a document. Some of the participants who found it difficult to follow the e-learning process did not want to ask for help:

“I found it challenging to maintain structure and routines using my own initiative and responsibility during the digital classes. It was quite exhausting to have to stay at home with the uncertainty surrounding the pandemic and my own academic progress.” (3–10) .

While others consciously took a break and established a recovery regime. Two of the participants said:

“I took 10-minute exercise breaks to energize and refresh myself , as sitting in front of a computer for hours caused physical discomfort and headaches. Despite these measures , it remained challenging to maintain focus and motivation to review the material before and after class due to the taxing nature of e-learning.” (1–9) .

Maintaining concentration during the long times spent in front of a computer screen while attending full-day digital classes presented a significant challenge. Although breaks were provided, many participants tended to use this time to browse the Internet with their smartphones or watch television, leading to disengagement and a loss of focus during lectures. One of the participants said:

“The online format required more effort to concentrate compared with traditional in-person classes due to the ease of accessing other distractions such as smartphones and browsing the Internet during lectures. Consequently , I found it necessary to repeat material outside of class to compensate for the lack of focus during the lectures.” (3–8) .

Social interaction and isolation

Focusing on the loss of physical classroom dynamics, this subcategory explores the influences of reduced face-to-face interactions. It assesses how isolation and the lack of informal social exchanges impact students’ sense of community and overall mental well-being in an academic setting.

Several of the participants also said that their motivation had sometimes been lower during this period because they did not feel any social belonging or connection with the other students when they sat in their respective dormitories or homes. The students missed coming to campus and talking to other students as a large group and discussing different topics. Showing up on campus together with the other students while preparing for examinations or writing notes and other activities could have helped them. Similarly, there were some who said that they failed examinations due to their motivation sometimes being extremely low, while others also saw upsides. One of the participants said:

“The loss of motivation was quickly apparent when transitioning to e-learning , as there were several distractions at home that made it difficult to stay focused.” (1–3) .

They had not chosen to take an e-learning course themselves, but rather such an education program had been forced on them when they were supposed to attend in person. Having to deal with a course that was almost entirely online was obviously challenging, even though they could also see that there were advantages. One of the participants said:

“I mean , you have a choice of taking an online course or a physical course , and we have chosen a physical course. So , it is clear that it is something…yes. A big upheaval. But still , I will honestly admit that personally , I have found it very comfortable and actually very convenient. You get a lot of opportunities to do other things between classes , right? You are not necessarily bound to be at school. That’s good. The only thing is that it has affected the social aspect , and that , on the other hand , is something that I find challenging. Not meeting fellow students and being able to discuss and , you know , be together.” (1–4) .

In traditional courses students have the opportunity to socialize and interact with their peers and teachers before, during, and after lectures, in person. They can also ask the teacher questions. However, the shift to e-learning resulted in the atmosphere becoming serious and somewhat intimidating. It was not as easy to ask the teacher questions before and after the lecture. Although students could see and recognize their peers on Zoom, not everyone actively participated in the discussions. While some were engaged and shared their thoughts, others became invisible and passive. This was similar to being in a physical lecture hall, but in-person interactions allowed for more opportunities to connect with and form impressions of others. This was perceived as a loss:

“I think it’s very sad that I have lost…study buddies , and I haven’t gotten any student environment or anything like that. So , studying has become very lonely , and with that , I feel that I have lost a lot of learning opportunities.” (3 − 2) .

Some of the participants acknowledged that digital learning can be quite individualistic, and those who only worked on their own might have missed out on opportunities to learn from others.

The aim of this study was to explore the nuanced experiences of nursing students and newly qualified nurses (as/while nursing students) with e-learning during the COVID-19 lockdown, focusing on how this transition influenced their learning and professional development.

The COVID-19 pandemic prompted a rapid and significant shift to e-learning across educational disciplines, with particularly profound impacts in fields that rely heavily on practical training such as nursing [ 29 , 30 , 31 ].

In our study, students reported a reduction in opportunities for practical training, affecting their confidence and competence. This aligns with literature that highlights the need for also simulated practice in e-learning nursing programs generally [ 32 ]. We consider this is worth mentioning even though simulation is not the focus of this paper. Furthermore, the abrupt nature of the shift to e-learning underscored the importance of technical support and accommodations, which have been a greater challenge in nursing education compared to other disciplines where theoretical content predominates. Our participants expressed frustration over insufficient support to handle technical issues, a concern also echoed in another study examining the transition to e-learning under pandemic conditions [ 13 ]. These specific challenges in nursing education necessitate targeted pedagogical adjustments to support both academic and practical learning in an unpredictable and digital learning environment.

This study’s findings contribute to the broader discourse on e-learning by exploring its specific implications within nursing education during an unexpected global health crisis [ 31 , 33 , 34 , 35 , 36 ]. This study is on e-learning during the COVID-19 pandemic and not on the shift per se, however the unique context of a sudden shift due to a pandemic presents particular challenges and opportunities that our study has explored in depth.

Pandemic-specific findings and General E-Learning challenges

While many of the challenges identified in our study are consistent with general e-learning issues, the sudden and forced nature of the transition during the COVID-19 pandemic brought unique pressures. For instance, the rapid shift left little time for institutions to prepare optimal e-learning environments or for students to adjust to new learning modalities, exacerbating stress and anxiety. These conditions are distinct from planned e-learning strategies where students choose to enroll in e-learning courses, suggesting that future strategies should consider the abruptness of transitions and provide additional support during such times [ 37 , 38 , 39 ].

Sociocultural perspective in E-learning

This study has illuminated various aspects of the transition to e-learning for nursing students and newly graduated nurses during the COVID-19 pandemic, with a particular focus on how this transition has affected their learning processes and professional development. In light of the challenges and opportunities presented by e-learning, it is fruitful to apply a sociocultural perspective, as described by Vygotsky [ 17 ], to deepen our understanding of these phenomena.

Vygotsky’s [ 17 ] theory of the Zone of Proximal Development (ZPD) provides a useful lens for understanding how learners can be optimally supported in an e-learning environment. The ZPD defines the difference between what a learner can do alone and what he or she can achieve with guidance and support from a more knowledgeable other [ 20 ]. During the pandemic, physical classrooms were replaced by digital platforms, and the traditional interaction between student and teacher was transformed. This necessitates that learning platforms and pedagogical methods be adapted to maximize educational support in the virtual learning environment, in line with Vygotsky’s principles [ 17 ].

A key takeaway from our study is the importance of scaffolding in e-learning environments. The concept of scaffolding, as discussed by Bruner [ 40 ], involves providing temporary support to students that is gradually removed as they become more independent. In the context of e-learning, this means creating structured, accessible, and predictable e-learning environments that can guide students through their educational journey. Our findings suggest that clear, consistent, and engaging instructional design is crucial for facilitating deep learning, where students engage critically and reflectively with the course material.

The benefits of small group learning

Sociocultural theories also emphasize the importance of collaboration and dialogue in learning processes [ 17 ]. Although e-learning can be experienced as isolating, findings from our study indicate smaller group dynamics as a critical factor in enhancing e-learning effectiveness. This aligns with research by Wong (2018), who found that small groups facilitate more personalized interactions and deeper engagement, which is vital in a practice-oriented field like nursing. These groups allow for a transition from superficial to deep learning approaches, as defined by Marton and Säljö [ 18 ], by fostering critical engagement with material and collaborative learning experiences.

Addressing technological and psychological challenges

Our study also brings to light the technological challenges that can impede e-learning [ 41 ]. As Kumar Basak et al. noted, effective e-learning platforms must be robust, user-friendly and aligned with educational goals [ 42 ]. The frequent technical disruptions experienced during the pandemic highlighted the necessity for reliable digital infrastructure and adequate support for both students and educators [ 43 , 44 , 45 ]. This is especially crucial in nursing education, where the stakes of training are inherently high due to the direct implications for patient care.

Additionally, the psychological and social challenges identified in our research reflect findings by Bdair, who highlighted the potential drawbacks of e-learning, such as inadequate interactions and increased feelings of isolation [ 8 ]. These challenges are particularly significant in nursing, where learning is not only about acquiring knowledge but also about developing empathetic patient care skills, which are best nurtured through direct human interactions.

Integration of theory and practice

The challenges of integrating theoretical knowledge and practical skills in e-learning contexts, especially in nursing education, which is traditionally very practice-oriented, require innovative approaches to simulate practical experiences. This underscores the importance of ‘scaffolding’, where educators provide temporary support to students that they gradually withdraw as the students become more independent (Bruner [ 40 ]. E-learning platforms must be designed to support this pedagogical approach, clearly aligning with Vygotsky’s theories of learning through social interaction and supported exploration.

Integration with broader literature.

In comparing the challenges faced by nursing education during the rapid shift to e-learning with those in other disciplines, it becomes evident that the nature of nursing importantly amplifies these challenges [ 46 ]. Unlike disciplines primarily focused on theoretical knowledge, nursing education relies heavily on hands-on skills that are crucial for professional competence and patient care. The practical skills required in nursing, such as administering medications, performing physical assessments, and managing emergency situations, demand a level of tactile and sensory feedback that is inherently difficult, if not impossible, to replicate through e-learning platforms [ 2 ].

One of the significant strengths of this study lies in its timeliness and relevance. Conducted during an unprecedented global health crisis, it captures the immediate experiences and reactions of participants as they navigated the sudden transition to e-learning. This firsthand perspective is invaluable, offering real-time insights into the resilience, innovation, and adaptability of students and educators under crisis conditions.

Furthermore, this study systematically explores a wide range of themes related to e-learning in nursing education, addressing both the challenges and opportunities presented by this modality. By focusing on specific themes such as technological reliability, psychological impact, and pedagogical effectiveness, the research provides a detailed and balanced view of how e-learning can be optimized in nursing education. The use of qualitative methods enriches the data, allowing for a depth of understanding that can inform future educational strategies and interventions.

Limitations and future research directions

Despite these strengths, the study has limitations that must be acknowledged. First, the sample is not representative of all nursing students globally or even across Europe. The participants were selected from specific geographic and educational settings within Norway, which may limit the transferability of the findings to other regions or educational contexts. External validity should be handled cautiously. In applying a holistic view, we have taken into account connections and influencing environments [ 47 ].

Another potential limitation is related to the rapidly evolving digital landscape. The digital landscape in general and e-learning platforms in particularly evolve rapidly. Therefore, the challenges faced during the initial phase of the pandemic might have differed from those faced later as institutions, students, and educators became more accustomed to digital teaching methods.

These limitations suggest that while this study has provided valuable initial insights into the challenges and possibilities of e-learning in nursing education during a crisis, further research is needed to understand the implications and to develop more-robust e-learning strategies for nursing education.

To build upon this study and address the identified limitations, the following research directions are proposed:

Long-term Perspective: There is a need for longitudinal studies that follow the development of e-learning in nursing education over time. This will help understand the long-term implications of digital teaching methods and how they can be improved for future crisis situations.

Technological Development: Research should focus on how the rapidly changing digital landscape affects the e-learning experience. This includes examining new technologies and platforms that can enhance the efficiency and user-friendliness of e-learning in nursing education.

Pedagogical Strategies: It is important to develop and test robust pedagogical strategies that effectively integrate e-learning. Future studies should explore various teaching methods and their impact on learning outcomes for nursing students.

Interactive and Immersive Technologies: Investigate the use of interactive and immersive technologies such as virtual reality (VR) and simulations in nursing education. Studies should assess how these technologies can complement traditional teaching and improve practical skills.

By exploring these research directions, future studies can contribute to enhancing the effectiveness and relevance of e-learning in nursing education and ensure better preparedness for future crisis situations.

Implications for nursing education

Based on our research, educational institutions should consider the following strategies to enhance e-learning in nursing education:

Implement Robust Scaffolding : Develop and maintain structured, engaging, and accessible e-learning environments that provide the necessary support for students to achieve deep learning. This includes clear guidelines, consistent course materials, and active learning opportunities that guide students towards independence.

Utilize Small Groups : Promote the use of small groups in e-learning courses to enhance interaction and engagement. This approach not only supports deeper learning but also helps in developing the critical communication and teamwork skills essential for nursing.

Invest in Technology and Support : Ensure that the technological infrastructure supports seamless e-learning experiences. This includes reliable internet access, intuitive learning management systems, and prompt technical support to address issues as they arise.

Continuous Professional Development for Educators : Equip educators with the skills and tools necessary to effectively facilitate e-learning. This includes training in digital tools, pedagogical strategies for digital teaching, and methods to engage and assess students remotely.

Monitor and Adapt Strategies : Regularly review and adapt e-learning strategies based on feedback from students and educators, ensuring that the educational offerings meet the evolving needs of the nursing profession.

The rapid shift to e-learning presented by the COVID-19 pandemic has posed challenges, such as technological, psychological and social aspects, it also offers an opportunity to rethink and enhance how nursing education is delivered. By understanding and implementing effective pedagogical e-learning strategies such as scaffolding and small group learning, educational institutions can better prepare nursing students for their crucial roles in healthcare. This study contributes to the body of knowledge on digital education and serves as a foundation for future research aimed at optimizing e-learning in nursing education.

Data availability

Availability of data and materialsTo access the dataset used and analysed during the current study, please contact the corresponding author.

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Acknowledgements

We wish to thank all the participants who made this study possible.

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All authors (GGH, MW, EN, RM and MR) agreed on the study design and worked together to design the interview guide. The GGH, MW and MR collected the data. The first (GGH) and last (MR) authors was responsible for drafting the manuscript. All the authors (GGH, MW, EN, RM and MR) worked together on the analysis in the early and final phases of the analysis; the first (GGH) and last (MR) authors significantly contributed to the data analysis. All authors (GGH, MW, EN, RM and MR) critically reviewed the manuscript.

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Correspondence to Gro Gade Haanes .

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This study was approved by the Norwegian Social Data Service (project number 396247) and the university responsible for the education program (which provided access to the participants’ email addresses as stored in the university’s data system). According to national regulations, approval from a medical ethical committee to collect this type of data was not necessary. The study was performed in accordance with the ethical principles of the National Committee for Research Ethics in the Social Sciences and the Humanities [ 1 ]. All participants were informed both orally and in writing about the study and that their participation was voluntary, after which informed consent was obtained. All of the data were stored safely on the university’s research server.

After receiving approval from the Dean of the Faculty of Health Sciences, the participants were invited by email or phone, and those included ranged in age from 23 to 45 years.

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Haanes, G.G., Nilsen, E., Mofossbakke, R. et al. Digital learning in nursing education: lessons from the COVID-19 lockdown. BMC Nurs 23 , 646 (2024). https://doi.org/10.1186/s12912-024-02312-1

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Received : 23 December 2023

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DOI : https://doi.org/10.1186/s12912-024-02312-1

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