A sense of belonging: The importance of fostering student nurses’ affective bonds

Dunbar, Helena; Carter, Bernie

doi:10.1177/1367493517739977

Cited by 16 publications

(18 citation statements)

References 15 publications

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“…A sense of belonging is fostered when an individual feels connected, accepted, and valued by members of a group (Levett-Jones & Lathlean, 2009) which is consistent with findings of our study. While our study participants expressed feeling accepted and validated by the group facilitators and members, it has been suggested that students benefit from developing a sense of belonging in context of both their academic and clinical environments (Dunbar & Carter, 2017). Thus, future work might explore how faculty members and clinical colleagues could incorporate principles of acceptance and validation into teaching and learning encounters to foster student engagement and confidence.…”

Section: Discussionmentioning

confidence: 88%

“…Feeling validated and accepted was also related to being part of a group, which provided a sense of belonging and enhanced well-being for participants. A number of authors have highlighted the importance of a sense of belonging for nursing students in terms of engagement in their learning, motivation and confidence, as well as perceived anxiety and stress (Dunbar & Carter, 2017; Grobecker, 2016; Levett-Jones & Lathlean, 2009). A sense of belonging is fostered when an individual feels connected, accepted, and valued by members of a group (Levett-Jones & Lathlean, 2009) which is consistent with findings of our study.…”

Section: Discussionmentioning

confidence: 99%

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Exploring Undergraduate Nursing Students’ Experiences of Engaging With a Dialectical Behavior Therapy-Skills Group Intervention: Findings of a Thematic Analysis

et al. 2020

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Study Background Nursing students often have high levels of stress leading to negative consequences for academic performance and overall well-being. Novel strategies are needed to help students manage stress. Purpose To explore students’ experiences with an evidence-based intervention—Dialectical Behavior Therapy-Skills Group (DBT-SG). Methods We conducted a mixed-methods study to pilot test a DBT-SG intervention, modified for use with undergraduate nursing students. Qualitative data collected as part of this study included focus groups and written responses on a study questionnaire. Thematic analysis of these data was undertaken to explore how students experienced the intervention. The results of this analysis are reported here. Results Five themes were uncovered: experiencing stress and de-stressing, feeling accepted and validated, acquiring skills, shifting perspectives, and enhanced well-being. Conclusions Our findings suggest that by engaging with DBT-SG, nursing students felt accepted and validated, acquired a variety of skills to cope with stress, as well as developed new perspectives, such as the value of practicing self-care, which contributed to enhanced well-being. Future research could build on these results by further exploring how to best create accepting and validating learning environments where students are encouraged to develop interpersonal relationship skills and enact self-care to further support their well-being and professional development.

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Section: Discussionmentioning

confidence: 88%

Section: Discussionmentioning

confidence: 99%

Exploring Undergraduate Nursing Students’ Experiences of Engaging With a Dialectical Behavior Therapy-Skills Group Intervention: Findings of a Thematic Analysis

et al. 2020

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“…Hence, although the study centred on equity of support and progressing learning abilities, to do so was seemingly aided in how the interactions of lecturers shaped other capabilities for functionings, valued by students; notably self-worth, hope and connectedness. Dunbar and Carter (2017) propose these components are essential for a sense of belonging to the faculty; without which, student nurses' engagement in their learning, may be impeded.…”

Section: Discussionmentioning

confidence: 99%

Social justice, capabilities and learning support provided by lecturers: A phenomenological-hermeneutic study

Deering

Williams

2019

Nurse Education in Practice

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Acknowledgements: NoneFunding Source(s): None ACCEPTED MANUSCRIPT 1 Social justice, capabilities and learning support provided by lecturers: a phenomenological-hermeneutic study.Highlights:• Capabilities are part of a social justice theory.• Capabilities are opportunities that shape abilities, towards valuable outcomes.• Capabilities were explored in lecturers' learning support.• Interpersonal methods assisted students, such as lecturers' curiosity.• Lecturers relations with students created opportunities to learn. AbstractMany student nurses require additional support to undertake university level education. Lecturers are well placed to deliver learning support, which may enrich attainment with assignments. Yet fairness in how support is offered, for example if it is accessible and enables learning abilities, may impact on its utility. This study examined these aspects, exploring capabilities of learning support provided by lecturers.Capabilities are a feature of social justice theory and involve having opportunities that shape abilities, to achieve, or strive for outcomes people value. Hence, identifying capabilities of learning support may enlighten what develops equity in how students are able to utilise lecturers' support and develop their abilities to learn.A phenomenological-hermeneutic research approach was adopted, employing focus groups to explore lived experiences of learning support provided by lecturers.Capabilities were located within the social contacts of students and lecturers, identified as themes; 'collaborative relationships', 'making space for learning', and 'modelling'. Findings were consolidated illustrating lecturers' interaction with students' enhanced capabilities in how students could utilise support, to progress learning abilities. It is hoped these insights develop understanding in what might have utility when lecturers aid learning and show a relevancy of social justice when students are assisted within university. 2014), yet a consequence might be, minority groups encounter disproportionate suffering (Rawls, 1999). Rawls (1999) based social justice on need, particularly people disadvantaged who lack opportunity and focused on redistribution to those deprived.Whereas Nozick (1974) andMiller (1999), draw on entitlement and economic markets; significantly, possession of goods is a right, while entrepreneurship raises wealth, enhancing capacity to purchase goods and services. Capabilities Approachdon't see themselves as equals, and the biggest aspect I often find is giving them confidence.Student: I sort of feel comfortable chatting to anybody, I wouldn't be more inclined to go to someone of similar social economic standing. But I know that some people that would be a crucial issue and I know for the individual who had a very positive experience, they were both women, they were both you know, similar standing socially in terms they weren't from vastly different backgrounds, it wasn't a barrier.Student: The idea of following it up and still being thought about, otherwise I found lots of ...

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“…In their study Lampinen et al (2018) list six categories of factors that foster a sense of belonging (open interaction, effective conversation culture, support and encouragement, common values, a shared vision of the work and its objectives and structure of leadership). The importance of attachments to places has been articulated in the literature as significant in the development of self-identity and can determine how individuals associate place with an identity (Dunbar & Carter, 2017). The degree to which people can experience a sense of 'at-homeness' with a place is influenced by the depth of the relationship they develop (Dunbar & Carter, 2017).…”

Section: Teaching Quality and Learning Outcomesmentioning

confidence: 99%

“…International students studying at higher education institutions (HEIs) in different countries experience challenges as they adjust to new environments (Rivas, Burke & Hale, 2019). Hence, there is an increasing focus on student experience and improving engagement as a central goal of effective pedagogy (Dunbar & Carter, 2017). Students enrol in higher education to gain subject or discipline knowledge to achieve social and economic benefits (Samier, 2015).…”

Section: Introductionmentioning

confidence: 99%

Responsible education: what engages international postgraduate students – evidence from UK

Igwe

Rahman

Ohalehi

et al. 2020

JGR

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Purpose Responsive educational approaches focus on a set of well-designed practices intended to create engaging, social cohesion, better knowledge outcomes and excellent students’ experience. Therefore, this paper aims to engage in the discourse of the intersection of psych-sociology of learning and student’s engagement, connected to the sense of belonging and theory of planned behaviour (TPB). Design/methodology/approach By applying an ethnographic approach and interviews of 45 international students from three UK business schools, it proposes that a sense of “belongingness” is a prerequisite for learning, personal and professional development. Owing to the exploratory nature of the subject, the use of qualitative methodology turned out to be particularly useful. Indeed, the conduct of in-depth semi-structured interviews, participative observation enabled us to access perceptions of students and compare different points of view. Findings The findings indicate that international students measure their experience by “sense of belonging”, integration and engagement on many interrelated and influential factors. English proficiency and employability skills are the major concerns. The kinds of support they received from their faculties and the quality of feedback from tutors are important for international studies integration and sense of belonging. Originality/value The findings of the critical elements of the engagement and experience of international students have both policy and practical implications given the high demand for UK universities by foreign students. Although, this paper is based on findings from UK higher education institutions, the insights are of relevance to many countries such as Australia, Canada, Germany, France and the USA, who have a significant proportion of overseas students.

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A sense of belonging: The importance of fostering student nurses’ affective bonds

Cited by 16 publications

References 15 publications

Exploring Undergraduate Nursing Students’ Experiences of Engaging With a Dialectical Behavior Therapy-Skills Group Intervention: Findings of a Thematic Analysis

Exploring Undergraduate Nursing Students’ Experiences of Engaging With a Dialectical Behavior Therapy-Skills Group Intervention: Findings of a Thematic Analysis

Social justice, capabilities and learning support provided by lecturers: A phenomenological-hermeneutic study

Responsible education: what engages international postgraduate students – evidence from UK

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