Review of Related Literature

This chapter presents a review of related literature and studies of both local and foreign

that has a bearing on this study.

Pre – pandemic

Tajfel and Turner (1979) first proposed the concept of in-group and out-group conflict. A

significant number of these manifestations are cognitive, affective, or behavioral in nature.

Dealing with stereotypes is an illustration of an example of cognitive in-group membership.

When it came to returnee students, native Japanese students had a general perception of returnee

students as being very social, outgoing, and pleasant, but they viewed themselves as being more

reserved and shyer.

On the other hand, according to research conducted by McPherson, SmithLovin, and

Cook (2019), students are more likely to form friendships with people they perceive to share

similarities with themselves.

Consequently, nursing students experienced a lack of training in patient care and

guidance on various practical skills (Holmsen, 2010; Houghton et al., 2013; Olsen & Knudsen,

2015). They also suffered from a lack of feedback from nurse supervisors on the practice of

nursing, which could improve learning outcomes in clinical practice.

Among the various mental health issues that emerged during the pandemic, social and

emotional loneliness have been of great concern among young adults, considering the vital role

social interaction plays in the development of their professional and personal identity, social

growth, and in the promotion of well-being (Jose et al., 2012). Loneliness has been defined as

‘an emotional state arising from the subjective perception that one’s social relationships are
deficient either in quantitative or in qualitative ways’ (Perlman & Peplau, 1981). Several

negative outcomes have been attributed to this loneliness, including increased psychological

distress, anxiety, depression, other medical issues such as hypertension and stroke (Valtorta et

al., 2016), and somatic issues such as muscle pains and headaches (Majumdar et al., 2020).

During pandemic

When the severe acute respiratory syndrome-coronavirus-2 virus began to spread

globally, the first step taken by the Norwegian government was to shut down all academic

institutions. In March 2020, all Norwegian nursing education institutions removed nursing

students from clinical practice at hospitals and municipal health organizations (Ministry of

Education and Research, 2020). The students were deprived of supportive learning environments

in clinical practice, typically involving nurse supervisors, nurse educators, and learning activities

such as guided reflection, prebriefing, and debriefing (Hayter & Jackson, 2020).

In addition, it has altered the learning process among nursing students in higher education

institutions, severely affecting the learning environment in clinical practice in Norway and

elsewhere (Ministry of Education and Research, 2020; WHO, 2020).

When it comes to education, the significance of a person's social identity simply cannot

be understated. According to Anderman and Andermann (2019), educational psychologists have

established that the role of social context plays an essential part in both affecting and

encouraging learning. Researchers have been interested in the concept of social identity ever

since it was first utilized to get an understanding of the ways in which different components of

their identities influenced the ways in which they behaved in educational environments.
 ." Literature has also demonstrated that even if social identity does not play a direct role

in academic performance, it does play an indirect function in learning (Bliuc, Ellis, Goodyear, &

Hendres, 2020). This is the case despite the fact that it is possible that social identity does have a

direct effect in academic performance. Due to the fact that returnee students have their own

personal histories and experiences, re-entering the Japanese educational system can pose its own

set of difficulties for them.

The idea of the minimal group paradigm is discussed in an essay written by Kelly (2020).

The author is a researcher. This is based on the notion that identity development is affected by

group membership even when there is no prominent identity present in the situation. The

findings demonstrated that a number of the members were experiencing internal strife as a result

of the formation of a "in group" and a "out group." Returnee students, upon moving back to their

home country, frequently find themselves in the "other group," which exacerbates tensions

between their fellow classmates and the educational environment. Additionally, Horvat and

Lewis (2019) demonstrated that greater peer networks were connected to higher levels of

participation in the classroom. Therefore, one may say that returnee students suffer from

inadequate peer networks, which could be caused by having an "out group" mentality. This idea

is supported by the previous sentence.

On the other hand, feelings of loneliness may have arisen for some individuals during the

pandemic due to the numerous restrictions in place that limit social interaction and disrupts

social activities (Labrague & De los Santos, 2021; Zhang et al., 2021). During the height of the

coronavirus outbreak, young adults were observed to be far more affected by loneliness than

older adults, with an estimate showing that nearly half of young adults experienced severe levels
of loneliness during the outbreak of the coronavirus (Bu et al., 2020). However, interestingly,

COVID-19 phobia as a precursor of loneliness among young adults has not been investigated. 

Meanwhile, health professionals were faced with the harsh reality that called for them to

leave their family for a long time due to the fear of spreading the virus. Similarly, this abrupt

change has led to the implementation of distance learning, revealing gaps and weaknesses in

nursing students that are often not reflected in their true extent. The aim of the present study is to

illustrate the psychosocial adaptation of nursing students in the abrupt and exclusive application

of distance learning during the COVID-19 pandemic.

Students who have been away from school for an extended period of time must be

provided with the opportunity and direction to assist them comprehend that the returnee

component of their social identity may be utilized in a constructive manner. The idea of the

minimal group paradigm is discussed in an essay written by Kelly (2020). The author is the

researcher. This is based on the theory that examines the creation of identities as being affected

by group membership even when there is no salient identity present. The findings demonstrated

that a number of the members were experiencing internal strife as a result of the formation of an

"in group" and a "out group." It's possible to make the point that this also applies to the situation

of returnees, given that even at the start of a new semester, students have not yet established their

identities inside the class, and the fact that being a returnee in that setting already divides people

from one another. It is important to discuss how instructors and schools interact with these pupils

on day one of the program. One potential answer involves developing a set of rules for how

teachers might receive improved training to better support and encourage returnee students. One

may also make the case that these students have valuable insights and experiences that could be

of use to other students as well as teachers. Students who have returned to school might benefit
from seeing themselves in a more proactive light if they were given more opportunities to

participate in celebratory activities. Educational institutions need to find a way to encourage

positive engagement from these students while simultaneously recognizing and appreciating the

unique qualities that each of them possesses.

According to Machesky, Lowney, Buhrmann, and Bush (2020), educators ought to

develop a relevant and well-thought-out plan for their students with the intention of fostering a

sense of community inside the confines of the classroom. It is the responsibility of teachers to

ensure that returning students have a favorable impression of their classrooms. In a study that

was conducted and published by Bliuc, Ellis, Goodyear, and Hendres (2020), the researchers

demonstrated that having a favorable perspective of the learning environment can result in

having more successful learning experiences. They also highlighted that pleasant learning

environments aided to generate stronger positive ideas of identity and encouraged connections

with peers. This was something else that they found. This should convey to educators the

importance of assisting returnee students in developing a secure and positive attitude toward

their current learning environment.

In addition, spending extra time getting to know the returning students and

demonstrating true sincerity towards them can do a great deal to encourage them to talk about

their experiences. According to Parsons, Nystrand, and Parsons (2021), it is the responsibility of

teachers to either increase or decrease the level of student participation. They also claim that

teachers can boost student engagement by demonstrating that they actually care about the pupils

in their classroom. Because of this, there is a pleasant social climate created, in which children

have the feeling that they are safe and secure.

 The role of the teacher in the classroom is that of a leader, and as such, they should be the

first person to assist not only students who are returning to the classroom but also all students in

becoming engaged participants in the learning environment. It is clear from reading this paper

and looking at the qualitative interviews that were performed for it that the social identities of

returnee students are not only complicated but also rich with a vast number of experiences that

are of great value. A teacher may be better qualified to evaluate whether a returnee student is a

low identifier or a high identifier if the teacher takes the time to develop a more personal

relationship with the student and gain a knowledge of their background. Because of this level of

participation, the students' academic performance has improved. Context, environment, and

identity are just a few of the many factors that can have an effect on engagement levels.

Engagement is not static. Teachers need to have an understanding of these aspects and establish

a more individualized approach to engaging with their students in order to improve the level of

engagement among returnee students.

In addition, there are a lot of nursing-related experiences and activities, but there is not a

lot of time to put those experiences and activities into practice. The fact that the instructor (or

instructors) is not physically present with the students makes it more difficult for them to

understand certain tasks. Eye strain and headaches are two examples of the physical problems

that may be experienced by professors who spend a significant amount of time using electronic

devices or computers (Tria, 2020). In addition, the pandemic of coronavirus disease 2019

(COVID-19) has already caused and is continuing to inflict significant harm to the health of

people all over the world. There is a greater prevalence of COVID-19 infection (and reinfection)

and a disquieting death toll among older adults and those with chronic conditions (Koo et al.,
2020). This is in comparison to previous pandemics, such as the Severe Acute Respiratory

Syndrome and H1N1 influenza in 2019 and 2020, respectively.

In addition, it is essential for nursing students to be able to adapt to the sudden shift

toward e-learning. Others found it troubling owing to the lack of real-world human interaction or

their weak computer literacy abilities (Carolan et al., 2020).

In addition, the restrictions that have been put in place by the government to prevent the

spread of SARS-CoV-2, such as the strict physical separation, orders to stay at home, and the

wearing of masks, may have an effect on the public's mental and psychological health, which

may result in a higher level of stress and anxiety (Power et al., 2020).This study did not identify

any specific stresses; nevertheless, prior research has related student stress during the pandemic

to concerns about getting the virus, challenges with distance learning, heavy workloads, and

problems in the clinic (Majrashi et al., 2021).

The findings of this study highlight the necessity for nursing professors to launch

programs or activities with the goal of reducing students' levels of stress and improving their

ability to cope with it. Due to the multiple limitations that exist to prevent the spread of the virus

(for example, social distance and stay-at-home orders), these stress management strategies could

be administered utilizing online platforms such as online seminars, webinars, and on-demand

films (Labrague, 2021).

On the other side, it was revealed that student nurses, despite the significant levels of

stress that they encountered, had moderate to high levels of resilience, psychological well-being,

and life satisfaction. This conclusion is similar with previous studies (Celik, 2020; Kim, 2020),

which stated that student nurses are capable of adjusting to and successfully coping with the

present pandemic condition, which leads to better life satisfaction and psychological well-being.
This finding indicates that student nurses are able to adapt to and effectively cope with the

present pandemic condition. There are numerous explanations for why something like this might

occur. To begin, this may be explained by the fact that, in contrast to the general population,

student nurses are educated on and knowledgeable about the numerous coping mechanisms and

health-promoting habits that can assist them in dealing with a variety of stressful and traumatic

circumstances (Ersin and Kartal, 2020). This training and knowledge help student nurses deal

with a variety of stressful and traumatic circumstances. Nurses, who make up the largest

professional group in the world's total workforce in the healthcare industry (World Health

Organization, 2020), have been at the vanguard of the healthcare industry's reaction to the

epidemic. To this day, nurse academics have, for the most part, concentrated their COVID-19-

related research efforts on components of the patient, nurse, or student experience (Gómez-Ibáez

et al., 2020).

An investigation and the accompanying criticism of the role of nurses in the most senior

leadership roles has also started to emerge. For instance, Rosser et al. (2020) questioned the

ability of some nurse leaders to clearly affect national policy and public debate of the situation.

These are reflected in Hayter and Jackson's (2020) editorial, which questions both the wisdom of

deploying nursing students to fill perceived gaps in the workforce, as well as the planning of a

coherent and viable reaction to the significant disruption created to the student journey as a result

of the epidemic. The editorial questions both the wisdom of deploying nursing students to fill

perceived gaps in the workforce, as well as the planning of a coherent and viable response to the

huge disruption generated by the pandemic. To this day, however, the senior executives who are

tasked with making decisions on nurse education during the crisis have been completely mute.
 Dewart et al. (2020) have offered a synopsis of the many challenges that have been posed

to faculty members in Canada as a direct result of the aforementioned adjustments and

adaptations. They indicate that colleagues are having trouble finding a balance between the risks

that permitting practicum to continue poses to students and the community, the difficulty of

reassuring students about advancement, and the moral conflict and distress that are sometimes

involved with the judgments that are made as a result of these risks. In a similar vein, Carolan et

al. (2020) evaluated some of the potential that might emerge as a consequence of the

modifications that were launched in nursing education as a response to the pandemic. Despite

this, they are equally clear about the magnitude of the impact that the epidemic has had on the

industry

Post- pandemic

According to Haslam, Oakes, McGarty, Turner, Reynolds, and Eggins (2022), these

stereotypes have significant repercussions for the formation of an individual's identity since they

play a significant role in the formation of social attitudes and, as a result, conduct. Other

researchers have similarly come to the conclusion that membership in an in-group is typically

automatically granted to others, even if those individuals do not demonstrate any important

characteristics that would exclude them

In a different piece of research that Brewer (2022) conducted, the researchers tested the

hypothesis that one's identity has an effect on their behavior depending on the setting. It is

reasonable to predict that there would be a greater number of pupils engaging in anti-school

activity in order to appear more comparable to their peers if the environment that a kid is in

favors such behavior. However, the circumstances surrounding these questions vary greatly from
one nation to the next, from state to state, and even from school to school. On the other hand, one

could also argue that, due to the fact that they are distinct from other students, returnee students

have a different context and, as a result, a different set of influences that contribute to the

creation of their identities than other students. The next question that needs to be asked is

whether the definitions and contexts that are used to define students can be applied across all

different types of student bodies

Because many returnee students discover that their social identities and learning styles

are different from those of their peers, many of them prefer to shut down and do not actively

participate in classes, which results in a negative outlook of the learning environment. This is an

underlying problem since returnee students give insights and experiences that many other non-

returnee students won't have. When returnee students don't share this information with their

peers, they not only diminish the potential for their peers to learn from them, but they also reduce

the chances that they would be able to establish their social identity. This presents a difficulty for

the Japanese government because it has stated that it wants to create a more global educational

environment, and returnee students themselves are veritable treasures of information and

experience gained from throughout the world.

Other studies, such as the one conducted by Hallinan and Williams in 2022, have

demonstrated that one buddy's degree of participation can be influenced by that of another friend.

This is especially true in Japan, where students have a strong need to find their place among their

peers and to be accepted by them. Additionally, conformity is praised in Japanese society. On the

basis of this, one may make the argument that the social identity of students who have returned

to school suffers because of their incapacity to establish friends and locate people who are

similar to themselves. Instead, they are required to make the decision to modify themselves and
conform to the Japanese people in their environment in order to more easily integrate into

Japanese society. Returning students may experience a tremendous lot of stress as a result of the

transition and forced changes that have been implemented, which may cause them to withdraw

from their studies or become apathetic about their academic achievement.

Building on Tajfel and Turner's (1979) concept of in-group and out-group conflict, other

social psychologists have argued that how members of an in-group build their identities and

experience a sense of uniqueness can manifest itself in a number of different ways (Haslam, and

Turner 2022).

According to Weedon (2022), the formation of social identity is a never-ending conflict

involving the power dynamics that exist among people, groups, and communities. Because

circumstances and contributing variables are always shifting, the social identity of an individual

is fluid and can shift significantly depending on the circumstances. Weedon (2022) examines the

concept of social identity via the lens of three different qualities. The first quality of a subject is

that it possesses various facets, which is also the name of the first quality in light of the fact that

there are an infinite number of ways to define a person due to the multifaceted nature of the

individual. The idea that one's social identity is something that must be constantly fought for is

the subject of the second distinguishing feature. Personal financial investments are a consistent

source of inspiration for individuals. The third and last attribute has to do with the way in which

one's social identity shifts throughout the course of their lifetime. Social identity theory can be

analyzed using this framework, which is provided by these three features.

When conducting a study on the process of self-categorization, it is of the utmost

importance to have a thorough understanding of the context in which the categorization is taking

place. The social categories that people use to classify themselves are an essential component of
our society as a whole. According to Hogg and Abrams (2022), their connections with one

another are entirely founded on social conceptions. These constructs give more social prestige,

power, and position, among other things. According to Stryker (2022), these social constructs are

symbolic representations that serve as the foundation for the establishment of social hierarchy.

Therefore, one could argue that social identity theory and identity theory focus mostly on the

concepts and perceived contexts of a social structure. This is something that has been done

before.

Up to this point, we have discussed how the notion of social identity is a highly context-

dependent mental construct that is full of categories such as in-groups and out-groups. However,

it is equally essential to know when pupils genuinely begin to create their identities or activate

them. Social psychologists have also investigated how particular facets of an individual's identity

spark behavior in that person.

How, when, and in what context would a person assume a certain category? How does

self-categorization alter these factors? A salient identity is one that can be activated from within

the individual, but may not be immediately evident to outside observers. According to Oakes

(2022), it is not about outward looks but rather the psychological meaning of belonging to an in-

group as opposed to being a member of an out-group. It's possible that many of the students in a

classroom appear exactly the same as everyone else, but if one of them is dealing with some kind

of psychological barrier, it may prevent them from self-categorizing themselves as belonging to

an in-group or an out-group.

In the meantime, Kunaviktikul et al. (2022) state that the COVID-19 epidemic has

seriously disturbed education systems, making it imperative to make a speedy shift from

traditional to online learning. To the best of our knowledge, not a single study has used the
Photovoice approach, despite the fact that some qualitative research has been conducted on the

topic of nursing students' and faculty members' online learning experiences during the COVID-

19 outbreak.Existing information technology (IT) infrastructure, accessibility to IT help,

academics' digital literacy, and institutional attitudes toward e-learning all play a role in the

implementation of e-learning.While some students supported the transition to online learning,

embracing the freedom of time and location, others found it unpleasant due to the lack of real-

world human interaction.In addition, the reflections of nursing students and instructors revealed

that they were, on the whole, overwhelmed by the online learning environment. Participants were

pleased with the degree to which online education offered flexibility, convenience, opportunities

for career and personal advancement, and a secure learning environment.

Concerns about social isolation, practical skills and therapeutic talents, engagement and

participation, and academic integrity, on the other hand, eclipsed the negative aspects of the

situation. When faced with new challenges, such as the continuing coronavirus outbreak, it is

reasonable to anticipate experiencing increased levels of stress. Student nurses are likely to

experience increased levels of tension and anxiety as a result of the fact that the virus is still

relatively new, exceedingly contagious, and may result in fatalities; in addition, there are not

many treatments now available.

.In the meantime, according to the findings of the research conducted by Farfán-Ziga

(2022), three primary themes were deduced to exist: (1) Coping with a very difficult and stressful

situation, due to the permanent use of personal protection elements, multiple emotions, and

physical fatigue, as well as facing ethical-clinical dilemmas in daily tasks; (2) Recognizing

different coping styles in difficult moments, highlighting contact with significant people and

combination forms of support and harmful ways of coping with stress; and (3) Experience s
disciplinary learning and personal growth, such as nursing, among other fields of study and

professions.

In addition, Haughey et al. (2022) conducted research that investigated how the 2019

coronavirus illness pandemic affected nursing students. Analyzing the alternative tasks that were

offered throughout the Spring and Summer 2020 courses required the application of the

qualitative approach known as Interpretive Phenomenological Analysis (IPA). Students pursuing

nursing degrees at the bachelor's, master's, and doctoral levels were represented among the

participants. The most prominent themes that emerged were stress and anxiety. dread was the

second most common theme, but none of the doctorate students mentioned dread as a concern

they had. All three groups mentioned a sense of responsibility and commitment to the treatment

of patients. Concerns and feelings that were common to all of the participants were stated to have

had an impact on them when the epidemic first started. The emotions of baccalaureate students

were connected to worries about the safety of themselves and the people they cared about, as

well as the conditions in which they would be working. The moral and ethical considerations

inherent in-patient care were mirrored in the feelings experienced by master's degree nursing

students. The PhD students represented both the transition to advanced nursing practice as well

as the implications for the practice of the future.

When considering the theory of social identity, it is essential to take into account the

underlying objectives and wishes that people have in the process of constructing their identities.

An essential component of a social identity theory of student disengagement is that it is a theory

of collective action. The self-categorization theory is a social psychology theory that was

presented to us by Turner (2022). This theory is a social psychology theory that deals with "the
circumstances under which a person would perceive collections of people as a group, as well as

the consequences of perceiving people in group terms