International graduate entry nursing students: A qualitative study on engagement
This study aims to elicit graduate entry nursing students' views on factors that enable and constrain their learning engagement. Learning engagement has been associated with student retention/attrition and the achievement of learning confidence and success. While all students are subject to cha...
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| Veröffentlicht in: | Nurse education in practice 2024-05, Vol.77, p.103971-103971, Article 103971 |
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| container_title | Nurse education in practice |
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| creator | Yen, Margaret Koo, Tebbin (Fung) Sattarshetty, Kabir Doan, Denis Alsharaydeh, Ethar |
| description | This study aims to elicit graduate entry nursing students' views on factors that enable and constrain their learning engagement.
Learning engagement has been associated with student retention/attrition and the achievement of learning confidence and success. While all students are subject to challenges that affect their learning engagement, those experienced by international students who are learning in a foreign and unfamiliar context are of particular concern to academics. An understanding of international graduate entry nursing students’ perspectives on factors that enable and constrain their engagement can inform development of learning and teaching strategies that are more responsive to the needs of this group of students and can support their learning achievement.
A qualitative descriptive design conducted in one Australian multi campus university School of Nursing. Participants included first and second-year international students enrolled in a graduate entry Master of Nursing course.
Data, including demographic information, was collected via a theoretically informed online survey consisting of a Likert scale and open- ended questions. This study reports participant responses to open ended questions included in the survey. A thematic analysis was used to interpret findings.
Analysis identified participants’ perspectives on factors that influenced their learning engagement in four theme areas: 1) Availability of study support resources, 2) Opportunities for social interaction, 3) Opportunities to build a sense of belonging, and 4) Constraints on development of a sense of engagement. Opportunities for social engagement emerged as a dominant finding across all themes.
This research, which focused on international students’ perspectives on learning engagement, contributed to existing knowledge on student engagement in higher education graduate entry nursing courses. Opportunities for social interaction within and beyond formal course learning experiences were valued by students and identified as key to their learning engagement. These findings have implications for academics and student support services who together, can influence the context of students learning to better meet their engagement needs. |
| doi_str_mv | 10.1016/j.nepr.2024.103971 |
| format | Article |
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Learning engagement has been associated with student retention/attrition and the achievement of learning confidence and success. While all students are subject to challenges that affect their learning engagement, those experienced by international students who are learning in a foreign and unfamiliar context are of particular concern to academics. An understanding of international graduate entry nursing students’ perspectives on factors that enable and constrain their engagement can inform development of learning and teaching strategies that are more responsive to the needs of this group of students and can support their learning achievement.
A qualitative descriptive design conducted in one Australian multi campus university School of Nursing. Participants included first and second-year international students enrolled in a graduate entry Master of Nursing course.
Data, including demographic information, was collected via a theoretically informed online survey consisting of a Likert scale and open- ended questions. This study reports participant responses to open ended questions included in the survey. A thematic analysis was used to interpret findings.
Analysis identified participants’ perspectives on factors that influenced their learning engagement in four theme areas: 1) Availability of study support resources, 2) Opportunities for social interaction, 3) Opportunities to build a sense of belonging, and 4) Constraints on development of a sense of engagement. Opportunities for social engagement emerged as a dominant finding across all themes.
This research, which focused on international students’ perspectives on learning engagement, contributed to existing knowledge on student engagement in higher education graduate entry nursing courses. Opportunities for social interaction within and beyond formal course learning experiences were valued by students and identified as key to their learning engagement. These findings have implications for academics and student support services who together, can influence the context of students learning to better meet their engagement needs.</description><identifier>ISSN: 1471-5953</identifier><identifier>EISSN: 1873-5223</identifier><identifier>DOI: 10.1016/j.nepr.2024.103971</identifier><identifier>PMID: 38643572</identifier><language>eng</language><publisher>Scotland: Elsevier Ltd</publisher><subject>Academic staff ; Accreditation ; Active learning ; Adult ; Adult Students ; Australia ; Belonging ; College campuses ; College students ; Data collection ; Distance learning ; Education, Nursing, Baccalaureate ; Education, Nursing, Graduate ; Engagement ; Female ; Foreign students ; Graduate entry ; Higher education ; Humans ; International students ; Learner Engagement ; Learning ; Learning Strategies ; Male ; Medical education ; Midwifery ; Nursing ; Nursing education ; Online tutorials ; Open ended ; Open ended questions ; Polls & surveys ; Qualitative Research ; School Holding Power ; Social interaction ; Student Experience ; Student participation ; Student retention ; Student support ; Students, Nursing - psychology ; Support services ; Surveys and Questionnaires ; Teaching ; Teaching methods</subject><ispartof>Nurse education in practice, 2024-05, Vol.77, p.103971-103971, Article 103971</ispartof><rights>2024 The Authors</rights><rights>Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.</rights><rights>2024. The Authors</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><cites>FETCH-LOGICAL-c379t-22510678e2f69b1e3ca090a53c39fc446c07f6c4923827537666bcf6618883ba3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://www.sciencedirect.com/science/article/pii/S1471595324001008$$EHTML$$P50$$Gelsevier$$Hfree_for_read</linktohtml><link.rule.ids>314,776,780,3537,12825,27901,27902,30976,65306</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/38643572$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Yen, Margaret</creatorcontrib><creatorcontrib>Koo, Tebbin (Fung)</creatorcontrib><creatorcontrib>Sattarshetty, Kabir</creatorcontrib><creatorcontrib>Doan, Denis</creatorcontrib><creatorcontrib>Alsharaydeh, Ethar</creatorcontrib><title>International graduate entry nursing students: A qualitative study on engagement</title><title>Nurse education in practice</title><addtitle>Nurse Educ Pract</addtitle><description>This study aims to elicit graduate entry nursing students' views on factors that enable and constrain their learning engagement.
Learning engagement has been associated with student retention/attrition and the achievement of learning confidence and success. While all students are subject to challenges that affect their learning engagement, those experienced by international students who are learning in a foreign and unfamiliar context are of particular concern to academics. An understanding of international graduate entry nursing students’ perspectives on factors that enable and constrain their engagement can inform development of learning and teaching strategies that are more responsive to the needs of this group of students and can support their learning achievement.
A qualitative descriptive design conducted in one Australian multi campus university School of Nursing. Participants included first and second-year international students enrolled in a graduate entry Master of Nursing course.
Data, including demographic information, was collected via a theoretically informed online survey consisting of a Likert scale and open- ended questions. This study reports participant responses to open ended questions included in the survey. A thematic analysis was used to interpret findings.
Analysis identified participants’ perspectives on factors that influenced their learning engagement in four theme areas: 1) Availability of study support resources, 2) Opportunities for social interaction, 3) Opportunities to build a sense of belonging, and 4) Constraints on development of a sense of engagement. Opportunities for social engagement emerged as a dominant finding across all themes.
This research, which focused on international students’ perspectives on learning engagement, contributed to existing knowledge on student engagement in higher education graduate entry nursing courses. Opportunities for social interaction within and beyond formal course learning experiences were valued by students and identified as key to their learning engagement. These findings have implications for academics and student support services who together, can influence the context of students learning to better meet their engagement needs.</description><subject>Academic staff</subject><subject>Accreditation</subject><subject>Active learning</subject><subject>Adult</subject><subject>Adult Students</subject><subject>Australia</subject><subject>Belonging</subject><subject>College campuses</subject><subject>College students</subject><subject>Data collection</subject><subject>Distance learning</subject><subject>Education, Nursing, Baccalaureate</subject><subject>Education, Nursing, Graduate</subject><subject>Engagement</subject><subject>Female</subject><subject>Foreign students</subject><subject>Graduate entry</subject><subject>Higher education</subject><subject>Humans</subject><subject>International students</subject><subject>Learner Engagement</subject><subject>Learning</subject><subject>Learning Strategies</subject><subject>Male</subject><subject>Medical education</subject><subject>Midwifery</subject><subject>Nursing</subject><subject>Nursing education</subject><subject>Online tutorials</subject><subject>Open ended</subject><subject>Open ended questions</subject><subject>Polls & surveys</subject><subject>Qualitative Research</subject><subject>School Holding Power</subject><subject>Social interaction</subject><subject>Student Experience</subject><subject>Student participation</subject><subject>Student retention</subject><subject>Student support</subject><subject>Students, Nursing - 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Academic</collection><jtitle>Nurse education in practice</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Yen, Margaret</au><au>Koo, Tebbin (Fung)</au><au>Sattarshetty, Kabir</au><au>Doan, Denis</au><au>Alsharaydeh, Ethar</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>International graduate entry nursing students: A qualitative study on engagement</atitle><jtitle>Nurse education in practice</jtitle><addtitle>Nurse Educ Pract</addtitle><date>2024-05</date><risdate>2024</risdate><volume>77</volume><spage>103971</spage><epage>103971</epage><pages>103971-103971</pages><artnum>103971</artnum><issn>1471-5953</issn><eissn>1873-5223</eissn><abstract>This study aims to elicit graduate entry nursing students' views on factors that enable and constrain their learning engagement.
Learning engagement has been associated with student retention/attrition and the achievement of learning confidence and success. While all students are subject to challenges that affect their learning engagement, those experienced by international students who are learning in a foreign and unfamiliar context are of particular concern to academics. An understanding of international graduate entry nursing students’ perspectives on factors that enable and constrain their engagement can inform development of learning and teaching strategies that are more responsive to the needs of this group of students and can support their learning achievement.
A qualitative descriptive design conducted in one Australian multi campus university School of Nursing. Participants included first and second-year international students enrolled in a graduate entry Master of Nursing course.
Data, including demographic information, was collected via a theoretically informed online survey consisting of a Likert scale and open- ended questions. This study reports participant responses to open ended questions included in the survey. A thematic analysis was used to interpret findings.
Analysis identified participants’ perspectives on factors that influenced their learning engagement in four theme areas: 1) Availability of study support resources, 2) Opportunities for social interaction, 3) Opportunities to build a sense of belonging, and 4) Constraints on development of a sense of engagement. Opportunities for social engagement emerged as a dominant finding across all themes.
This research, which focused on international students’ perspectives on learning engagement, contributed to existing knowledge on student engagement in higher education graduate entry nursing courses. Opportunities for social interaction within and beyond formal course learning experiences were valued by students and identified as key to their learning engagement. These findings have implications for academics and student support services who together, can influence the context of students learning to better meet their engagement needs.</abstract><cop>Scotland</cop><pub>Elsevier Ltd</pub><pmid>38643572</pmid><doi>10.1016/j.nepr.2024.103971</doi><tpages>1</tpages><oa>free_for_read</oa></addata></record> |
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| source | Applied Social Sciences Index & Abstracts (ASSIA); MEDLINE; Elsevier ScienceDirect Journals Complete |
| subjects | Academic staff Accreditation Active learning Adult Adult Students Australia Belonging College campuses College students Data collection Distance learning Education, Nursing, Baccalaureate Education, Nursing, Graduate Engagement Female Foreign students Graduate entry Higher education Humans International students Learner Engagement Learning Learning Strategies Male Medical education Midwifery Nursing Nursing education Online tutorials Open ended Open ended questions Polls & surveys Qualitative Research School Holding Power Social interaction Student Experience Student participation Student retention Student support Students, Nursing - psychology Support services Surveys and Questionnaires Teaching Teaching methods |
| title | International graduate entry nursing students: A qualitative study on engagement |
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