Effects of an Innovative Introductory Course on the Professional Commitment of First-Year Undergraduate Nursing Students: A Quasi-Experimental Study.
Aim: We aimed to assess the impact of a Health and Nursing course on the professional commitment of first-year undergraduate nursing students and obtain quantitative and qualitative feedback on teaching. Design: This study employed a quasi-experimental design. Methods: Fifty first-year undergraduate...
| Publicado en: | Nursing Reports Vol. 15; no. 9; pp. 310 - 327 |
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| Autores principales: | , , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
MDPI
Sep2025
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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=188321275&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 188321275 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 2039439X EGNT jtl: Nursing Reports issn: 2039439X maglogo: N pubinfo: dt: Sep2025 vid: 15 iid: 9 pid: 97109 pub: MDPI artinfo: ui: 188321275 188321275 188321275 10.3390/nursrep15090310 188321275 ppf: 310 ppct: 17 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Effects of an Innovative Introductory Course on the Professional Commitment of First-Year Undergraduate Nursing Students: A Quasi-Experimental Study. aug: au: Hua, Wenzhe Wu, Yinghui Tang, Yaru Zhu, Daqiao Fang, Qiong affil: Shanghai Jiao Tong University School of Nursing, Shanghai 200025, China sug: subj: Commitment Evaluation Implementation Science Curriculum Education, Nursing Students, Nursing, Baccalaureate Psychosocial Factors Feedback Teaching Methods Quality Improvement Human Funding Source China Female Male Adult Quasi-Experimental Studies Pretest-Posttest Design Convenience Sample Open-Ended Questionnaires Descriptive Statistics Data Analysis Software Unpaired T-Tests Pearson's Correlation Coefficient Content Analysis Problem-Based Learning Questionnaires Adult: 19-44 years Female Male ab: Aim: We aimed to assess the impact of a Health and Nursing course on the professional commitment of first-year undergraduate nursing students and obtain quantitative and qualitative feedback on teaching. Design: This study employed a quasi-experimental design. Methods: Fifty first-year undergraduate nursing students who attended the Health and Nursing course were recruited. A self-designed basic information questionnaire, the Nursing Professional Commitment Scale, the Students' Perceived Teaching Quality Questionnaire, and two quick open-ended questions were used to collect the data. Professional commitment before and after the intervention was compared using an independent samples t-test. The correlation between the students' perceived teaching quality and professional commitment was assessed using Pearson's correlation coefficient. Content analysis was used to analyze qualitative feedback. Results: The participants experienced a significant improvement in their professional commitment. The students' perceived teaching quality was significantly correlated with their professional commitment. According to the students' feedback, the most impressive aspects of the course were case-based learning and visits to healthcare institutions. Conclusions: A Health and Nursing course with high-quality teaching increased the professional commitment of first-year undergraduate nursing students. The findings suggest that nursing educators should consider the external macro-sociopolitical environment when designing an introductory course to equip students with a broader perspective on nursing professional development. Teaching content and pedagogy should be improved to promote knowledge delivery and internalization. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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