Montague Janet, Tsui Joyce, Kamstra-Cooper Krista, Connell Michelle, Atack Lynda, Haghiri-Vijeh Roya
School of Community and Health Studies, Centennial College, Toronto, Ontario, Canada.
School of Nursing, Faculty of Health Sciences, Western University, London, Ontario, Canada.
J Adv Nurs. 2025 Jan;81(1):513-522. doi: 10.1111/jan.16389. Epub 2024 Aug 14.
To examine undergraduate nursing students' sense of belonging as they transitioned from online to in-person learning.
A mixed-method design employing a Sense of Belonging Survey and three open-ended questions.
Participants were first-year undergraduate nursing students who were back to in-person learning after 3 years of online learning during the pandemic. The survey was administered online in April 2023 using Qualtrics survey software. The survey data were analysed using descriptive statistics, and the open-ended questions were analysed by deductive thematic analysis.
Seventy-five (48%) of the 155 potential participants responded to the survey. The mean score on the Sense of Belonging Survey was 74%, a positive finding suggesting that many participants feel that they 'belong' in the classroom. Three overarching themes were identified in response to the open-ended questions: factors supporting students' sense of belonging, factors hindering students' sense of belonging and strategies for faculty, administrators and students to increase a sense of belonging.
Understanding the factors that contribute to or hinder nursing students' sense of belonging during this transition will assist in developing strategies to mitigate challenges, foster a positive learning environment and enhance the overall sense of belonging among nursing students.
The first year of a nursing programme is crucial for student retention as students require tailored programmes and strategies to support their success. Examining and analysing the transition from online to in-person classroom settings is crucial to identifying strategies to enhance and support first-year students' sense of belonging and academic success. Exploring nursing students' experiences of belonging during transitions contributes to a more inclusive and equitable educational experience, fostering an environment where all students can thrive and succeed.
Not applicable.
考察本科护理专业学生从在线学习过渡到面对面学习时的归属感。
采用混合方法设计，运用归属感调查问卷和三个开放式问题。
参与者为本科一年级护理专业学生，他们在疫情期间经过3年在线学习后回归面对面学习。2023年4月使用Qualtrics调查软件在线进行该调查。调查数据采用描述性统计进行分析，开放式问题通过演绎主题分析进行分析。
155名潜在参与者中有75名（48%）回复了调查。归属感调查问卷的平均得分是74%，这一积极结果表明许多参与者感觉自己在课堂上“有归属感”。针对开放式问题确定了三个总体主题：支持学生归属感的因素、阻碍学生归属感的因素以及教师、管理人员和学生增强归属感的策略。
了解在此过渡期间促成或阻碍护理专业学生归属感的因素，将有助于制定策略以应对挑战、营造积极的学习环境并增强护理专业学生的整体归属感。
护理专业课程的第一年对学生留存率至关重要，因为学生需要量身定制的课程和策略来支持他们取得成功。审视和分析从在线到面对面课堂环境的过渡，对于确定增强和支持一年级学生归属感及学业成功的策略至关重要。探索护理专业学生在过渡期间的归属感体验，有助于实现更具包容性和公平性的教育体验，营造一个所有学生都能蓬勃发展并取得成功的环境。
不适用。
