Fatores preditores e associados à satisfação dos estudantes de enfermagem

Abstract

Objective: To identify predictors and factors associated with the satisfaction of nursing students regarding the curriculum and school activities, social/professional interaction, and environment of the undergraduate program. Methods: Cross-sectional study, conducted with 123 nursing students of a public university. The Nursing Student Satisfaction Scale was the research instrument. Descriptive statistics, analysis of variance, and logistic regression analysis were used for data analysis. Results: In the descriptive analysis, the curriculum and teaching dimension presented the highest mean (3.57), followed by the environment dimension (3.33), and social/professional interactions (3.28). Younger students and those who had children, more intensely acknowledged the curriculum and teaching dimension as a factor promoting satisfaction. Conclusion: It is necessary to promote improvements in the education and training scenario, investing in curriculum issues and education, to contribute to a satisfactory academic experience through the reduction of barriers to academic education. ResumoObjetivo: Identificar os preditores e fatores associados à satisfação dos estudantes de enfermagem com as atividades de currículo e ensino, interação social/profissional e ambiente de aprendizagem do curso de graduação. Métodos: Estudo transversal, realizado com 123 estudantes de enfermagem de uma universidade pública. O instrumento de pesquisa foi o Nursing Student Satisfaction Scale. Para a análise dos dados foi utilizada a estatística descritiva, análise de variância e análise de regressão logística. Resultados: Na análise descritiva, a dimensão currículo e ensino apresentou a maior média (3,57) seguida pela dimensão ambiente de aprendizagem (3,33) e interações sociais/profissionais (3,28). Os estudantes mais jovens e que possuem filhos, percebem a dimensão currículo e ensino como um fator promotor de satisfação de forma mais intensa. Conclusão: Faz-se necessário promover melhorias no cenário educacional e formativo, investindo-se nas questões de currículo e ensino, visando contribuir para uma experiência acadêmica satisfatória através da diminuição das barreiras que dificultam a formação acadêmica.

Students archetypes: the nursing professors’ viewpoint / Arquétipos discentes: percepções de docentes de enfermagem

“…Structural, organizational and curricular issues, especially qualification and the professor/student relationship and methodological processes, are also precepts that qualify to teach and, consequently, increase/enhance training. 13 Although it is understood and preconceived the importance of having more committed students, the student participation is weakened against contexts, which include teaching models based on rigid pedagogical plans, quantitative evaluation and relations centered on the teaching authority. Contradictory to these factors, dialogue, pedagogical structuring, flexibility and dynamicity in the curricular organization, as well as an interactive and participatory professor/student relationship, proximity and interactivity increase student participation in the training process, which is facilitated by complementary factors like interest, process of academic maturation, perception of the importance of adding differentiated and/or complementary forms of learning.…”

“…3 In a particular manner, knowledge in nursing training is also strategic in solving health and social welfare issues. 13 Currently, nursing training is committed to building a range of knowledge that includes the technical and the political, combined with skills that allow them to understand and intercede in different spaces. The academy is one of the spaces/ sites for building knowledge, recognizing the importance of interpersonal interaction with other professionals and the development of complementary activities in other spaces.…”

Satisfaction with the academic experience among graduate students of a brazilian public university

“…This result is in line with the last internal institutional evaluation carried out for health courses and exposes weaknesses in the social support organs and fostering academic propulsion. On the other hand, studies show, for the most part, a non-expressive relation between academic dissatisfaction and complementary institutional activities 4,13 ; despite the fact that they constitute an important instrument for reducing stressful episodes due to university graduation and favor the recognition of academics as social individuals, inducing the creation of bonds of affection and making the academic journey less stressful 5,12 .…”

“…Academic satisfaction refers to the subjective evaluation of all experience associated with education, it's defined as a psychological state resulting from the confirmation or not of the expectations of the student with the lived academic reality 1,2 . It is also an important instrument for evaluation by educational institutions, by through it is possible to obtain consistent views on the quality of the products of the institutional work, that is, on the scope of the objectives and the function institutions and courses 3,4 .…”

“…The variables cover the degree of contentment of the academic with all the training experience, as well as more specific aspects related to the quality of teaching, the curriculum, the relationship with teachers and colleagues, administration, facilities and pedagogical resources of the university, thus providing the student's perception of the academic and intellectual environment of his / her institution 4,7,8 . Because it includes different areas of the student's experience in relation to higher education, satisfaction is considered multidimensional.…”