School of Nursing and Midwifery Charles Darwin University, Levels 8 - 11 815 George Street, Haymarket, NSW 2000, Australia.
School of Nursing and Midwifery Western Sydney University, Bourke St, Richmond, NSW 2753, Australia.
Nurse Educ Pract. 2024 May;77:103971. doi: 10.1016/j.nepr.2024.103971. Epub 2024 Apr 11.
This study aims to elicit graduate entry nursing students' views on factors that enable and constrain their learning engagement.
Learning engagement has been associated with student retention/attrition and the achievement of learning confidence and success. While all students are subject to challenges that affect their learning engagement, those experienced by international students who are learning in a foreign and unfamiliar context are of particular concern to academics. An understanding of international graduate entry nursing students' perspectives on factors that enable and constrain their engagement can inform development of learning and teaching strategies that are more responsive to the needs of this group of students and can support their learning achievement.
A qualitative descriptive design conducted in one Australian multi campus university School of Nursing. Participants included first and second-year international students enrolled in a graduate entry Master of Nursing course.
Data, including demographic information, was collected via a theoretically informed online survey consisting of a Likert scale and open- ended questions. This study reports participant responses to open ended questions included in the survey. A thematic analysis was used to interpret findings.
Analysis identified participants' perspectives on factors that influenced their learning engagement in four theme areas: 1) Availability of study support resources, 2) Opportunities for social interaction, 3) Opportunities to build a sense of belonging, and 4) Constraints on development of a sense of engagement. Opportunities for social engagement emerged as a dominant finding across all themes.
This research, which focused on international students' perspectives on learning engagement, contributed to existing knowledge on student engagement in higher education graduate entry nursing courses. Opportunities for social interaction within and beyond formal course learning experiences were valued by students and identified as key to their learning engagement. These findings have implications for academics and student support services who together, can influence the context of students learning to better meet their engagement needs.
本研究旨在探讨研究生入学护理学生对促进和限制其学习参与的因素的看法。
学习参与与学生保留/流失以及学习信心和成功的实现有关。虽然所有学生都面临影响其学习参与的挑战，但对于在外国和陌生环境中学习的国际学生来说，这些挑战尤其令人关注。了解国际研究生入学护理学生对促进和限制其参与的因素的看法，可以为制定更能满足这组学生需求的学习和教学策略提供信息，并支持他们的学习成果。
在一所澳大利亚多校区大学护理学院进行的定性描述设计。参与者包括注册研究生入学护理硕士课程的一年级和二年级国际学生。
数据包括人口统计学信息，通过理论上知情的在线调查收集，包括李克特量表和开放式问题。本研究报告了参与者对调查中开放式问题的回答。使用主题分析来解释研究结果。
分析确定了参与者对影响其学习参与的因素的看法，分为四个主题领域：1）学习支持资源的可用性，2）社交互动的机会，3）建立归属感的机会，4）发展参与感的限制。社交互动的机会在所有主题中都是一个突出的发现。
这项研究侧重于国际学生对学习参与的看法，为高等教育研究生入学护理课程中学生参与的现有知识做出了贡献。在正式课程学习经历内外进行社交互动的机会受到学生的重视，并被认为是他们学习参与的关键。这些发现对学者和学生支持服务部门都有影响，他们可以共同影响学生学习的背景，以更好地满足他们的参与需求。
