The approaches and motivations to learning of student nurses: a phenomenological study

感知 心理学 课程 医学教育 定性研究 医疗保健 护理部 医学 教育学 社会科学 经济增长 社会学 经济 神经科学
作者
Nicola Morrell-Scott
出处
期刊:British journal of nursing [Mark Allen Group]
卷期号:32 (14): 684-689
标识
DOI:10.12968/bjon.2023.32.14.684
摘要

This research study was undertaken to elicit a group of final-year student nurses' perceptions of their motivations and approaches to learning, and the implications of their views. It is important to explore this subject because students' motivations and approaches to learning can potentially impact patient care. This study was part of a larger research project. The sample consisted of 18 final-year student nurses at a large UK university. Students completed semi-structured interviews that used a qualitative constructivist approach to explore their educational experience. Students described what motivated them to learn, and how they approached their learning because of their understanding of which subjects they believed were and were not important. Students felt that clinical skills were the most important subjects, and topics such as health promotion, law and ethics, were less important and therefore they approached these subjects in a superficial way, learning just enough to pass their course. Clinical skills were perceived as more useful because they would be used directly in clinical practice. The findings of this study are significant to inform nurse educators as they plan curricula and provide an insight into what may potentially adversely affect patient care when students become registered nurses.
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