*2.4. Data Analysis*

For the data analysis, a team of three researchers, including the PI, independently examined and coded the 13 de-identified transcripts using Microsoft Word and "track changes" and "comments" features with notes on sidebar. Themes were derived from the data. Transcript data were analyzed using qualitative thematic analysis as described by Castleberry and Nolen [15]. In this approach, data are comprehensively analyzed through a systematic five-step process: compiling, disassembling, reassembling, interpreting, and concluding. Compiling involves transcribing data into a usable form for analysis. Transcription and data organization were completed by the PI, which allowed for an intimate knowledge of transcription data. Disassembling is a process of parsing data and searching for meaningful connections through coding and identification of similarities and differences. This was accomplished through color-coding and highlighting by reviewers. In reassembling, data are analyzed in context with each other, and themes and subthemes begin to emerge. The interpretation phase, which can and should occur throughout the process, involves the discussion of relationships between themes supported by raw data or quotations from transcriptions. Data were analyzed through independent review of transcripts by researchers, then bringing themes to the group for discussion. If a difference in interpretation of the themes arose, the researchers revisited the transcripts and negotiated a common understanding. Concluding is the final phase during which research questions are answered based on the previous data analysis [15]. Member checking was performed by

sending the results to the participants, and accuracy of the results was confirmed. Due to the smaller sample size, budget, and time constraints, no qualitative data analysis software was used to manage the data.

#### **3. Results**

Participants described challenges of dealing with frequency of patient deaths, highacuity patients, changing personal protective equipment (PPE) requirements, and working short-staffed. They also described positive aspects such as bonding with teammates, satisfaction with their decision to become a nurse, and how nursing school featured in their adaptation to working in a pandemic. Below is a summary of these findings with supporting quotes. All participants were assigned pseudonyms to protect their privacy.
