Views on education and upcoming profession among newly admitted students at a Swedish baccalaureate nursing program: A descriptive mixed method study

Rudberg, Susanne; Westerbotn, Margareta; Scheja, Max; Lachmann, Hanna

doi:10.1016/j.nepr.2022.103393

Cited by 3 publications

(3 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The data provided by the WHO (2021) also show that 90% of nurses are female. This influence of gender in the profession derives from stereotypes relating to the sex identity of nursing professionals which could however negatively influence the application for access to the BSN ( Lundell Rudberg et al, 2022 ; Teresa-Morales et al, 2022 ; Nogueira et al, 2021 ; Terry et al, 2020 ).…”

Section: Discussionmentioning

confidence: 99%

“…Indeed, there is evidence that the possibility of having emotional and practical support from a family member who works in healthcare tends to influence student choice ( McLaughlin, Moutray & Moore, 2010 ). In Sweden, for example, 13% of nursing students aged 30–34 have at least one parent who is a registered nurse ( Lundell Rudberg et al, 2022 ).…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Factors Influencing Generation Z Bachelor of Nursing Students’ Decision to Choose Nursing as a Career: A Pilot Study

Lommi,

Ricci,

Ivziku

et al. 2024

SAGE Open Nursing

View full text Add to dashboard Cite

Introduction Despite nurses representing the largest healthcare professional group, the number is not enough for global health coverage. Understanding Generation Z students’ intrinsic and extrinsic motivations, internal and external influences, and beliefs in choosing nursing education is crucial. This knowledge empowers universities to enhance nursing program enrollment through targeted promotion and recruitment strategies. Objective The aim was to understand why Italian students of Generation Z choose the Nursing Degree Course. Methods In this pilot study, a cross-sectional design was used. A survey with closed and open answers analyzing demographics, opinions, and motivations among new enrolled nursing students was administered on the first day of the Bachelor of Nursing Degree course. Descriptive statistics were used. Quantitative data were analyzed with Chi-square and ANOVA tests and qualitative data underwent content analysis and coding. Correlation analysis explored relationships between qualitative and quantitative results. Results Forty first-year students (85% female, average age 22) completed the questionnaire. The choice of the degree pathway, as the first or second option, is influenced by intrinsic and extrinsic motivations, the student's opinions, and family and social influences. Significant positive and negative associations were evidenced. Negative factors affecting choice included location and the responsibility for nursing care, while positive factors included role models, family advice, passion, curiosity for healthcare, the desire to help others, and family influences on decision-making. Conclusions Among Italian generation Z students, the choice of the nursing degree pathway is influenced by social models, family advice, passion, the desire to help others, and curiosity. Universities should be more proactive in their recruitment and promotion efforts, transforming these events into vibrant meeting points for professionals from diverse nursing specialties. They should also implement robust information policies that highlight career possibilities spanning clinical practice, management, education, and research areas within the field.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Factors Influencing Generation Z Bachelor of Nursing Students’ Decision to Choose Nursing as a Career: A Pilot Study

Lommi,

Ricci,

Ivziku

et al. 2024

SAGE Open Nursing

View full text Add to dashboard Cite

show abstract

“…The aim of this study was to explore nursing students’ academic emotions during ongoing learning activities focusing on perceived challenge and competence. It has previously been found that applicants to nurse education are eager to learn and are full of enthusiasm [ 24 ]. Our results disclosed low levels of ‘flow’ together with high levels of anxiety and apathy during the medical research course, which aims at preparing students for writing up their bachelor´s theses.…”

Section: Discussionmentioning

confidence: 99%

Nursing students experienced academic emotions during education - a longitudinal descriptive study from a nursing bachelor’s program in Sweden

Lundell Rudberg,

Sormunen,

Scheja

et al. 2024

BMC Nurs

Self Cite

View full text Add to dashboard Cite

Aim To explore nursing students’ academic emotions during ongoing learning activities focusing on perceived challenge and competence. Background Emotions plays an important part in learning. Positive emotions can be beneficial while negative emotions can be detrimental to educational outcomes. Optimal experiences are situations when learners simultaneously experience sufficient challenge and competence. Since various learning activities are performed in different learning environments during the nursing program, it is of interest to investigate students’ ongoing emotions in the occurring contexts. Design A longitudinal descriptive study. Methods By using the Contextual Activity Sampling System, data was collected every third week on a three-year nursing program. From August 2015 to January 2020, a total of 2, 947 questionnaires were answered by 158 students. Experiences of positive and negative academic emotions were calculated for the entire program. Optimal experience was calculated for courses where high discrepancy between positive and negative experiences were identified. Results Students self-reported academic emotions varied over time and in relation to learning activities. High ratings of negative emotions were reported during clinical practice in all semesters except the final. Students’ positive academic emotions and optimal experience in clinical practice increased after having deepened their academic knowledge. Conclusion Nursing students had an increased positive experience when they themselves practice a learning activity and it appeared that they benefit from academic preparation prior to entering internship. Nursing students need an academic competence to develop their skills during training in the clinical reality. Increased collaboration between academia and clinic would be beneficial for students’ clinical development.

show abstract

The impact of learning styles on attitudes to interprofessional learning among nursing students: a longitudinal mixed methods study

et al. 2023

View full text Add to dashboard Cite

Background A functional interprofessional teamwork improves collaborative patient-centred care. Participation in interprofessional education promotes cooperation after graduation. Individuals tend to use different approaches to learning depending on their individual preferences. The purpose of this study was to explore nursing students’ experiences of professional development with a focus on the relationship between attitudes to interprofessional learning and learning styles. Methods A longitudinal parallel mixed-methods design. The study was carried out at a Swedish three-year nursing program from August 2015 to January 2020. On enrolment, thirty-four students self-assessed their attitudes to interprofessional learning according to the Readiness for Interprofessional Learning Scale, and their learning style according to Kolbs’ Learning Style Inventory. In the final semester the students participated in an interview focusing on their experiences and perceptions of teamwork and they self-assessed their attitudes to interprofessional learning again. Results Our findings indicated that 64.7% had a predominantly concrete learning style and 35.3% had a predominantly reflective learning style. No significant relationship with internal consistency reliability was identified among the participants between attitudes to interprofessional learning and learning styles. The content analysis resulted in four main categories: Amazing when it’s functional; Deepened insight of care; Increased quality of care; Understanding own profession which were summarized in the theme: Well-functioning teams improve patients’ outcome and working environment. Conclusion The students’ attitudes to interprofessional learning were positive and it was considered as an opportunity to participate in interprofessional cooperation during internship. Transformative learning is a useful strategy in fostering interprofessional relationships due to the interdependence of various professions in interprofessional teams. When students are guided to use reflection to develop new perspectives and meaning structures, they acquire emotional and rational skills beneficial for interprofessional cooperation.

show abstract

Views on education and upcoming profession among newly admitted students at a Swedish baccalaureate nursing program: A descriptive mixed method study

Cited by 3 publications

References 26 publications

Factors Influencing Generation Z Bachelor of Nursing Students’ Decision to Choose Nursing as a Career: A Pilot Study

Factors Influencing Generation Z Bachelor of Nursing Students’ Decision to Choose Nursing as a Career: A Pilot Study

Nursing students experienced academic emotions during education - a longitudinal descriptive study from a nursing bachelor’s program in Sweden

The impact of learning styles on attitudes to interprofessional learning among nursing students: a longitudinal mixed methods study

Contact Info

Product

Resources

About