Department of Learning, Informatics, Management and Ethics Karolinska Institutet, Stockholm, Sweden; Department of Health Promoting Science, Sophiahemmet University, P. O. Box 5605, Stockholm, Sweden.
Department of Nursing Science, Sophiahemmet University, P. O. Box 5605, Stockholm, Sweden; Department of Clinical Science and Education, Södersjukhuset, Karolinska Institutet, Stockholm, Sweden.
Nurse Educ Pract. 2022 Aug;63:103393. doi: 10.1016/j.nepr.2022.103393. Epub 2022 Jun 28.
The aim of this study was to investigate newly admitted nursing students' views on nursing education and their future profession.
Students' choice of education can be influenced by societal and familial values and among nursing students' altruistic motives are common. Students', conceptions, expectations and doubts combined with their orientations to learning affect their ability to successfully cope with studies in higher education.
A descriptive design using mixed method.
This mixed-method study is based on 126 qualitative semi-structured interviews and 158 questionnaires with newly admitted nursing students. The data collection was conducted during their first six weeks of education. Collected data were analyzed using content analysis and descriptive statistics. This study was conducted and reported in accordance with the COREQ checklist.
The overarching theme: "Making a difference if managing to become a professional nurse", describing students' dichotomous emotions of expectations and doubts in relation to their conceptions, emerged from seven main categories. Students' ratings of emotions revealed high ambition and motivation. Fears and worries about uncertainty expressed in interviews correlated with ratings of negative emotions.
Newly admitted nursing students think highly of the nursing profession and upcoming education. Students put faith in their own ability which is accompanied by doubts derived from uncertainty about forthcoming demands in academic, clinical and personal settings. Understanding of students' conceptions, expectations, doubts and their orientations to learning could be helpful in guiding them to acquire the nurse competencies necessary to become professional nurses that are able to handle complex situations.
本研究旨在探讨新入学护理学生对护理教育和未来职业的看法。
学生的教育选择可能受到社会和家庭价值观的影响，而护理学生的利他主义动机很常见。学生的观念、期望和疑虑，加上他们的学习取向，影响他们成功应对高等教育学习的能力。
采用描述性设计与混合方法。
本混合方法研究基于 126 名新入学护理学生的 158 份定性半结构式访谈和 158 份问卷。数据收集在他们入学的前六周进行。使用内容分析法和描述性统计对收集到的数据进行分析。本研究按照 COREQ 清单进行和报告。
主题为“如果成功成为一名专业护士，就会有所作为”，描述了学生在观念方面的期望和疑虑的双重情绪，从七个主要类别中显现出来。学生对情绪的评分显示出高度的雄心和动力。访谈中表达的对不确定性的恐惧和担忧与负面情绪的评分相关。
新入学的护理学生对护理职业和即将到来的教育评价很高。学生对自己的能力充满信心，但同时也对即将在学术、临床和个人环境中面临的要求感到不确定和怀疑。了解学生的观念、期望、疑虑和学习取向，有助于指导他们获得成为能够应对复杂情况的专业护士所需的护士能力。
