College of Nursing and Health Innovation, The University of Texas at Arlington, Arlington, Texas, USA.
J Adv Nurs. 2023 Jun;79(6):2175-2188. doi: 10.1111/jan.15475. Epub 2022 Oct 26.
To explore pre-nursing students' experiences and identify factors influencing their well-being as learners during COVID-19.
A qualitative descriptive design was used.
Short answer study data (n = 289) were collected in Fall 2020 as part of a larger IRB-approved survey-based study focused on pre-nursing students. Participants were presented with three short answer questions designed to elicit a description of their experiences as a pre-nursing student. NVivo and reflexive thematic analysis were used to analyse participant responses.
Six themes related to learner well-being emerged from the data. Learner well-being was supported by achieving academic goals, experiencing positive feelings about current course content, creating connections with peers and envisioning themselves as nurses in the future. Negative contributors to pre-nursing student well-being included managing fears of program rejection and juggling multiple roles and demands. Online learning necessitated by COVID-19 created opportunities for loneliness and isolation from peers, technological difficulties and additional psychological stress, which also contributed negatively to learner well-being.
These findings illustrate pre-nursing students' experiences and provide support for the influence of the learning environment and factors within the individual on the well-being of learners.
Students preparing to apply to nursing programs are an understudied population and little is known about their well-being as learners. Survey-based open-ended short answer questions can be utilized to gain rich insight into their experiences. The study themes and sub-themes can be utilized for discussion and reflection in courses with pre-nursing students and as a starting point for additional conversations between pre-nursing students and educators regarding improving the support of well-being in learners. Additional research and evidence-based interventions that promote learner well-being in pre-nursing students are needed as they prepare for nursing program admission and to support their academic progression.
Members of the public were not involved in the design or conduct of the study, analysis, or interpretation of the data, or in the preparation of the manuscript because the study focus is on gaining an understanding the experiences of pre-nursing students and their well-being.
探讨护理专业学生在 COVID-19 期间的学习体验和影响其幸福感的因素。
采用定性描述设计。
2020 年秋季，作为一项关注护理专业学生的经机构审查委员会批准的基于调查的大型研究的一部分，收集了 289 名学生的简短回答研究数据。参与者被提出了三个旨在描述他们作为护理专业学生的学习体验的简短回答问题。使用 NVivo 和反思性主题分析来分析参与者的回答。
从数据中得出了与学习者幸福感相关的六个主题。实现学术目标、对当前课程内容产生积极感受、与同龄人建立联系以及想象自己未来成为护士，这些都支持学习者的幸福感。对护理专业学生幸福感的负面影响包括管理对项目拒绝的恐惧以及兼顾多个角色和需求。由于 COVID-19 而进行的在线学习为与同龄人隔离、技术困难和额外的心理压力创造了机会，这也对学习者的幸福感产生了负面影响。
这些发现说明了护理专业学生的学习体验，并为学习环境和个体内部因素对学习者幸福感的影响提供了支持。
准备申请护理课程的学生是一个研究不足的群体，对他们作为学习者的幸福感知之甚少。基于调查的开放式简短回答问题可以深入了解他们的体验。研究主题和子主题可以在护理专业学生的课程中进行讨论和反思，也可以作为护理专业学生和教育者之间关于改善学习者幸福感的进一步对话的起点。需要进一步研究和基于证据的干预措施，以在护理专业学生准备申请护理课程并支持他们的学业进步时促进其幸福感。
由于研究重点是了解护理专业学生的体验及其幸福感，因此公众成员没有参与研究的设计或进行、分析或解释数据，也没有参与准备手稿。
