Daphne Cockwell School of Nursing, Faculty of Community Services, Toronto Metropolitan University, Toronto, ON, Canada.
McMaster Children's Hospital, Faculty of Community Services, Toronto Metropolitan University, Toronto, ON, Canada.
Can J Nurs Res. 2023 Dec;55(4):447-456. doi: 10.1177/08445621231190581. Epub 2023 Aug 1.
Buildings contribute in crucial ways to how students experience learning spaces. Four schools within a faculty (nursing, nutrition, occupational and public health, and midwifery) moved into a new Health Sciences building Fall of 2019. This new building created a unique opportunity to explore the intersection between higher education and learning space design, informed by concepts of space and place, and students' profession specific and interprofessional learning experiences in a new Health Sciences building. A qualitative descriptive design was used. All undergraduate and graduate students within the four schools were invited to participate. Focus groups were undertaken to gain a rich understanding of students' experiences and views of their space and place of learning. Data collection involved focus group data from profession specific participant users and interprofessional participant users. Inductive thematic analysis of focus group transcripts generated an initial coding scheme, key themes, and data patterns. Codes were sorted into categories and then organized into meaningful clusters. A building planning development project document relating to the vision, intentions, design, and planning for the new building provided content from which to view the study findings. The study data contributed to the conversation about space and place and its influence on higher learning within specific intraprofessional and interprofessional student groups and provided insight into the process of actualizing a vision for a new learning space and the resultant experiences and perceptions of students within that space/place.
建筑以关键的方式影响着学生对学习空间的体验。一个学院（护理、营养、职业和公共卫生以及助产学）的四所学校于 2019 年秋季搬进了新的健康科学大楼。这座新建筑为探索高等教育与学习空间设计之间的交叉点提供了独特的机会，其设计理念基于空间和场所的概念，以及学生在新健康科学大楼中特定专业和跨专业的学习体验。本研究采用了定性描述设计。邀请了四所学校的所有本科生和研究生参加。通过焦点小组深入了解学生对学习空间和场所的体验和看法。数据收集涉及特定专业参与者用户和跨专业参与者用户的焦点小组数据。对焦点小组记录的归纳主题分析生成了初始编码方案、关键主题和数据模式。代码被分类到类别中，然后组织成有意义的聚类。建筑规划开发项目文件涉及新大楼的愿景、意图、设计和规划，为研究结果提供了内容。该研究数据有助于讨论空间和场所及其对特定专业内和跨专业学生群体高等学习的影响，并深入了解实现新学习空间愿景的过程以及学生在该空间/场所的实际体验和看法。
