〔Aims〕This study sought to clarify how nursing students acquire fundamental skills through face-to-face and online learning paradigms.

〔Methods〕This study comprised a text mining analysis of the reflections of nursing students enrolled at a nursing university during the 2019 and 2020 academic years.

〔Results〕The word with the highest number of occurrences was “patient” in both the face-to-face and online exercises. The analysis extracted 10 student learnings from face-to-face exercises and 8 student learnings from online exercises.

〔Conclusions〕At the beginning of face-to-face exercises, students were mainly in the psychomotor area based on the behavior of their own technology that they were interested in. Therefore, instructors should increase students’ awareness of the importance of nursing skills early in their studies and support them as they learn. The focus of online exercises was cognitive domains, and the material was mainly adapted from textbooks. Nursing instructors generate critical connections between knowledge and skills without focusing too closely on nursing students’ mastery of technical behaviors.

〔Aims〕To elucidate the current conditions and reactions of nursing students receiving education during the COVID-19 Pandemic in order to develop measures for nursing education.

〔Methods〕An anonymous online questionnaire survey was conducted on 9,135 nursing students enrolled in a nursing educational institution as of March 2021 and the data obtained from the survey was analyzed by calculation of the descriptive statistics, correspondence analysis, and qualitative inductive analysis.

〔Results〕The majority of nursing students expressed general matters of anxiety, such as daily living, financial situation, and other matters. Some students developed a stronger aspiration for the nursing profession by the focus placed on “the significance and values of nurses,” while others were discouraged due to the “severe working conditions that nurses are exposed to.”

〔Conclusions〕Pandemic-related changes to the learning environment affected nursing students’ aspirations to the nursing profession, and anxiety related to studies and techniques was expected to be a burden for nursing students. Mental health support, learning support conducive to community-building between nursing students, and improvement of working conditions for nurses are important factors for keeping nursing students oriented toward the profession.