Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Nursing students experienced academic emotions during education - a longitudinal descriptive study from a nursing bachelor’s program in Sweden
Stockholm University, Faculty of Social Sciences, Department of Education.ORCID iD: 0000-0002-1537-2697
Show others and affiliations
Number of Authors: 52024 (English)In: BMC Nursing, E-ISSN 1472-6955, Vol. 23, article id 52Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
2024. Vol. 23, article id 52
Keywords [en]
Academic emotions, Contextual activity sampling system, Ongoing learning activities, Students, nursing, Longitudinal study
National Category
Nursing Learning
Identifiers
URN: urn:nbn:se:su:diva-226130DOI: 10.1186/s12912-024-01729-yISI: 001145366100002PubMedID: 38238730Scopus ID: 2-s2.0-85182661140OAI: oai:DiVA.org:su-226130DiVA, id: diva2:1834900
Available from: 2024-02-06 Created: 2024-02-06 Last updated: 2024-02-06Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full textPubMedScopus

Authority records

Scheja, Max

Search in DiVA

By author/editor
Scheja, Max
By organisation
Department of Education
In the same journal
BMC Nursing
NursingLearning

Search outside of DiVA

GoogleGoogle Scholar

doi
pubmed
urn-nbn

Altmetric score

doi
pubmed
urn-nbn
Total: 10 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf