Ghasemi Mohammad Reza, Moonaghi Hossein Karimi, Heydari Abbas
PhD Candidate in Nursing, Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran.
Evidence-Based Care Research Center, Mashhad University of Medical Sciences, Mashhad, Iran.
Electron Physician. 2018 Jul 25;10(7):7078-7085. doi: 10.19082/7078. eCollection 2018 Jul.
Academic engagement is an important indicator of quality of higher education. This study aimed to explain the experiences of undergraduate nursing students in terms of student-related factors affecting academic engagement.
This qualitative study was conducted in 2017 at Mashhad University of Medical Sciences in Iran. Data were collected using semi-structured interviews and focus groups with 7 and 16 undergraduate nursing students at Mashhad School of Nursing and Midwifery; respectively. Undergraduate nursing students of both genders who enrolled in different academic semesters with various academic achievements were selected. Data were analyzed using conventional content analysis approach proposed by Graneheim and Lundman, with the support of MAXQDA software.
After analyzing the data, 374 initial codes were extracted, which ultimately conceptualized within six main categories including: "learning motivation", "interest in learning", "student participation in extracurricular scientific programs", "self-directedness", "mental concentration", and "demonstration of emotions".
The findings of this study indicated that student-related factors such as individual motivation and interest, mental concentration, participation in extracurricular activities, and self-directedness in learning, as well as students' sense of satisfaction with learning could play important roles in the creation of academic engagement in undergraduate nursing students that need to be of interest to nursing educators and planners.
学业参与是高等教育质量的一项重要指标。本研究旨在从影响学业参与的学生相关因素方面解释本科护理专业学生的经历。
这项定性研究于2017年在伊朗马什哈德医科大学开展。通过与马什哈德护理与助产学院的7名和16名本科护理专业学生分别进行半结构化访谈和焦点小组讨论来收集数据。选取了不同性别、不同学术学期且学业成绩各异的本科护理专业学生。在MAXQDA软件的支持下，采用Graneheim和Lundman提出的传统内容分析法对数据进行分析。
数据分析后，提取了374个初始编码，最终归纳为六个主要类别，包括：“学习动机”“学习兴趣”“学生参与课外科研项目”“自主导向性”“精神专注度”和“情绪表现”。
本研究结果表明，诸如个人动机与兴趣、精神专注度、参与课外活动、学习中的自主导向性以及学生的学习满意度等学生相关因素，在本科护理专业学生学业参与的形成过程中可能发挥重要作用，护理教育工作者和规划者应对此予以关注。
