Transitare la formazione infermieristica italiana nel periodo post pandemico: le priorità alla luce delle lezioni apprese

Introduction. Once back to normalcy, many nursing education activities have been restored without an in-depth analysis of which transformations enacted in the pandemic period should be maintained and valued. Aim. To identify priorities to effectively transitioning nursing education in the post-pandemic period. Method. Descriptive qualitative design. A network of nine universities involved 37 faculty members, 28 clinical nurse educators and 65 stu-dents/new graduates. Data were collected through semi-structured interviews; the main priorities reported in each university were combined to gain a global view. Results. Nine priorities emerged, including the need to: 1. reflect on distance learning to promote its complementary role to face-to-face teaching; 2. rethinking the rotations of clinical practical training by refocusing their aims, duration, and preferred settings; 3. understanding how to integrate the virtual and the in-presence learning spaces into the educational pathway; 4. continuing with inclusive and sustainable strategies. Considering that nursing education is essential, it is a priority to develop a pandemic education plan capable of guaranteeing its continuity in all circumstances. Conclusions. Nine priorities have emerged all considering the importance of digitalization; the lessons learnt, however, indicate the need to enact an intermediate phase capable of guiding towards the complete transition of the education in the post-pandemic era.