The approaches and motivations to learning of student nurses: a phenomenological study.
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...
| Publicado en: | British Journal of Nursing Vol. 32; no. 14; pp. 684 - 690 |
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| Autor principal: | |
| Formato: | research Journal Article |
| Publicado: |
Mark Allen Holdings Limited
7/27/2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=167306756&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 167306756 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 09660461 GHD jtl: British Journal of Nursing issn: 09660461 maglogo: N pubinfo: dt: 7/27/2023 vid: 32 iid: 14 pid: 11383 pub: Mark Allen Holdings Limited artinfo: ui: 167306756 167306756 167306756 10.12968/bjon.2023.32.14.684 167306756 ppf: 684 ppct: 6 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: The approaches and motivations to learning of student nurses: a phenomenological study. aug: au: Morrell-Scott, Nicola affil: Subject Head, Postgraduate Nursing and Advanced Practice/Associate Dean, Education, Liverpool John Moores University sug: subj: Learning Motivation Students, Nursing Student Attitudes Human Phenomenological Research Colleges and Universities United Kingdom Semi-Structured Interview Student Experiences Clinical Competence Nursing Practice Curriculum Development Purposive Sample Male Female Adult Middle Age Adult: 19-44 years Middle Aged: 45-64 years Male Female ab: 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. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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