Exploring nursing student engagement in the learning environment for improved learning outcomes

Abstract

Background: Nursing students' engagement in the curriculum is important for learning outcomes in undergraduate nursing education.Objective: The aim of this paper is to explore students' engagement processes in cognitive, behavioural and emotional learning in the undergraduate nursing curriculum.Method: An exploratory cross-sectional research design was used to conduct the study in Oman. A standardized validated Student Engagement Questionnaire (SEQ) was used to collect data from 250 nursing students of a public nursing school in 2010.Results: 50% of the students (N=250) had high mean scores in the three engagement domains: Meaningul processes, Participation and Focused attention. Participation mean scores were the highest compared to the Focused attention and Meaningul processes. There was a significant association between cohort, as well as siblings studying in the same university and the 17 engagement subdomains. Conclusions:Nursing students showed higher engagement in the clinical learning environment. Critical and creative thinking, adaptability, ability to solve problems and to manage one's own learning were considered important factors in the cognitive and behavioural learning process. The ability to work with others, communication and interpersonal skills are considered vital for emotional and behavioural learning.Implications: Nursing students should be engaged in student centered and interactive pedagogies for cognitive, emotional and behavioural learning. Nurse educators should integrate active and collaborative learning strategies in teaching.

Exploring Nursing Students Engagement in Their Learning Environment

“…In meaningful process highest mean scores were of critical thinking, creative thinking and computer literacy. Similarly result obtained in a study conduct in Muscat, Oman among Nursing students which shows that student had a higher mean score in critical thinking, problem solving, creative thinking and computer literacy [22]. As Sagayadevan and Jeyaraj [24] described in his study that emotional engagement is essential for academic outcome as such learning environment, and it is the domain of engagement which not only help to engage student in learning environment but also it is the analyst of observing staff interaction on student engagement and help teacher to modify their teaching styles according to the need of students.…”

“…Results shows that fifty percent students have high mean score in the three engagement domains. Student showed higher engagement in their clinical learning environment [22].…”

Effect of Blended Learning on Newly Nursing Student's Outcomes Regarding New Trends in Nursing Subject at Ain Shams University

“…Also Reime et al [50] found that it is important that the students have the necessary skills as they may meet different elearning systems throughout their careers. Also D'Souza et al [51] in other study found that the outcomes such as academic achievement measures are influenced by inputs or student characteristics such as gender, age.…”

Effectiveness of Simulation among Undergraduate Students in the Critical Care Nursing

“…With growing patient acuity and the complexity of care, higher standards of nursing and competencies are set for new graduates in the clinical settings. Nurse educators endeavor to promote students' critical thinking skills and confidence and are confronted with interactive technology for improving student centered learning [2,3].…”

“…With growing patient acuity and the complexity of care, higher standards of nursing and competencies are set for new graduates in the clinical settings. Nurse educators endeavor to promote students' critical thinking skills and confidence and are confronted with interactive technology for improving student centered learning [2,3].Simulations technology constructs real critical care scenarios for improving active participation, clinical reasoning, judgment, and acute decision making skills [4]. It provides hands-on practice and experiences in life-saving measures, resuscitation, cardiac arrest, casualty, disaster and emergency management to enhance understanding and learning.…”