Montague Janet, Haghiri-Vijeh Roya, Tsui Joyce, Connell Michelle, Cosgrove Caitlin
About the Authors Janet Montague, MN, RN, is a nursing professor, School of Community and Health Studies, Centennial College, Toronto, Ontario, Canada, and a PhD candidate at Western University, London, Ontario, Canada. Roya Haghiri-Vijeh, PhD, RN, is an assistant professor, School of Nursing, Faculty of Health, York University, Toronto, Ontario, Canada. Joyce Tsui, MN, RN, is a nursing professor, School of Community and Health Studies, Centennial College, and a PhD candidate, York University. Michelle Connell, MEd, RN, is a nursing professor, School of Community and Health Studies, Centennial College. Caitlin Cosgrove, RN, is a master's in nursing student, Daphne Cockwell School of Nursing, Toronto Metropolitan University, Toronto, Canada. The authors acknowledge nursing student research assistant Esther Bodach's contributions to this research. We also thank Dr. Lynda Atack for providing valuable feedback throughout the research process. Financial support for this research was received from Centennial College, Applied Research and Innovation Fund (ARIF). For more information, contact Janet Montague at
Nurs Educ Perspect. 2025;46(1):13-18. doi: 10.1097/01.NEP.0000000000001324. Epub 2024 Sep 11.
The aim of the study was to explore undergraduate nursing students' experiences of belonging while studying online during the COVID-19 pandemic.
The use of online learning platforms increased drastically during the pandemic. Limited research exists on nursing students' experiences of belonging while studying online.
An explanatory sequential mixed-methods design was used for this study. This article reports on phase two, the qualitative component, which employed interpretive description methodology to understand nursing students' experiences.
Ten semistructured interviews were completed, and four themes were identified: factors contributing to students' sense of belonging online, navigating the online learning environment, creating safe online spaces during times of uncertainty, and students' vision of developing a sense of belonging online.
Fostering nursing students' sense of belonging is critical to their retention, persistence, and overall academic success when learning online.
本研究旨在探讨本科护理专业学生在新冠疫情期间在线学习时的归属感体验。
疫情期间在线学习平台的使用大幅增加。关于护理专业学生在线学习时的归属感体验的研究有限。
本研究采用解释性序列混合方法设计。本文报告第二阶段，即定性部分，该部分采用解释性描述方法来理解护理专业学生的体验。
完成了10次半结构化访谈，确定了四个主题：有助于学生在线归属感的因素、在线学习环境的导航、在不确定时期创建安全的在线空间以及学生对培养在线归属感的愿景。
培养护理专业学生的归属感对于他们在线学习时的留校率、坚持度和整体学业成功至关重要。
