Academic journal article The Qualitative Report

The Learning Experience of Graduate Nursing Students: Content Analysis

Academic journal article The Qualitative Report

The Learning Experience of Graduate Nursing Students: Content Analysis

Article excerpt

Learning is also considered as an important which can create changes in individuals' knowledge, attitude, values, and feelings. As learning requires a new conceptual framework where one can take decisions in which change and innovation manifests, it is evident that this conceptual realization is only possible through a qualitative research. The present study aims to explore and justify graduate nursing students' learning experience. The present study is a conventional qualitative content analysis research which was conducted in 27 graduate nursing students studying in Guilan university of Medical sciences in Iran. The study population was selected through purposive sampling, and the data was gathered through semi-structured interviews. Data analysis was performed as per the stages recommended by Graneheim and Lundman. Data strength and their scientific accuracy were evaluated, and ethical aspects of the research were also taken into consideration. Data analysis results were identified as three main themes and 10 subthemes which were named as per their nature: "effective learning": learning from a qualified instructor, accessible equipment and resources, awareness of teaching objectives / "Effective learning strategies": pre-requisite knowledge before attending the class, participating educational workshops, joining group discussions, taking shorthand at home and in the class / "Decline in learning": the difference in learners' knowledge background, recurring lesson subjects, inappropriate time and place for learning. Graduate nursing students' experience confirmed the necessity for provision of a proper educational framework as well as decreasing or removing the factors causing the decline in learning for the purpose of improving the quality of education at universities. Keywords: Experiences, Learning, Graduate Nursing Students, Qualitative Research, Content Analysis, Iran

New information is generated at a fast pace and everyone is generally influenced by the broad range of information (Soheili, Zeinaloo, Sedighigilani, & Khakbazan, 2002). In this context, training efficient and effective human resources is considered as the key responsibility of universities. Students studying at universities are considered as invaluable resources of their country, and it is of great significance to pay special attention to their scientific, research, and cultural training demanding correct planning for their education as a high priority (Hazavei & Fathi, 2004). In all educational systems, learners' education is realized in a cycle of teaching and learning process (Devlin & Samarawickrema, 2010).

Education is a complicated process simplification of which, of any type and degree, can lead to a great waste of resources and equipment, and thus thwarting of all attempts. Thus, improvement and revolutionization of education demands knowledge over education processes and new executive methods (Li, Chen, & Tsai, 2008). Nowadays, one of the challenges faced by nursing education is the attempt to overcome teaching problems in higher education (Beitz& Wieland, 2005) and nursing education at nursing colleges pursues to equip nurses with self-directed learning, time management, increased self-confidence, establishing proper relationships (Hosoda, 2006), nursing knowledge transfer, as well as assisting nursing students with acquiring the required skills and attitude for nursing (Salsali, Cheraghi, & Ahmadi, 2009). Learning is also considered as an important issue in human's life, which can create changes in individuals' knowledge, attitude, values, emotions, beliefs and feelings (Abedini, Abedini, Aghamolaei, Jomehzadeh, & Kamjoo, 2009).

A large number of students throughout the world who enter universities either drop out or cannot finish their program in due date. Furthermore, some students finish their program but their success in learning does not meet the expectations (Haghani & Khadivzadeh, 2009). …

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