Open Access Open Access  Accesso riservato Abbonamento o quota di accesso

The experience of educational quality in undergraduate nursing students: a phenomenological study

Loreana Macale, Ercole Vellone, Gennaro Scialo, Mauro Iossa, Elena Cristofori, Rosaria Alvaro

Abstract

Aim. The evaluation of academic education has become crucial in the European Union since the Bologna Process encouraged all European universities to reach high quality standards in education. Although several studies have been conducted on the quality of undergraduate nursing education, few studies have explored this topic from the students’ perspective. The purpose of this study was to describe the experience of educational quality in undergraduate nursing students.

Methods. The phenomenological method was used to study 55 students (mean age 24 years; 73% female) pursuing a baccalaureate degree in nursing in three universities in central Italy.

Results. The following five themes emerged from the phenomenological analysis: 1) quality of faculties: teaching skills, preparation, sensitivity to students, self-discipline; 2) theory–practice integration and communication between teaching and clinical area; 3) general management and organization of the programme; 4) quality of infrastructures: libraries, classrooms, information technology, services, administration, and communication; and 5) clinical tutorship: humanity, relationships and ability of the clinical tutor to guide and support.

Conclusion. This study’s novel finding was a deeper understanding of the educational quality’s meanings among undergraduate nursing students. Students thought educational quality consisted of the faculty members’ sensitivity towards their problems and the clinical tutors’ humanity, interpersonal skills, guidance and support.

Keywords: Educational quality, undergraduate education, nursing students, phenomenology.


L’esperienza della qualita’ formativa negli studenti di infermieristica: uno studio fenomenologico

Scopo. La valutazione della formazione accademica è diventata fondamentale nell'Unione Europea da quando il Processo di Bologna ha incoraggiato tutte le università europee a raggiungere elevati standard di qualità nella formazione. Anche se diversi studi sono stati condotti sulla qualità della formazione negli studenti di infermieristica, pochi hanno esplorato questa tematica dalla prospettiva degli studenti. Lo scopo di questo studio è stato di descrivere l'esperienza della qualità formativa negli studenti del corso di laurea in infermieristica.

Metodo. E’ stato utilizzato il metodo fenomenologico per studiare 55 studenti (età media 24 anni; 73% donne) che frequentavano il corso di laurea in infermieristica in tre università del centro Italia.

Risultati. Dall'analisi fenomenologica sono emersi i seguenti cinque temi: 1) Qualità dei docenti: capacità di insegnamento, preparazione, sensibilità per gli studenti, autodisciplina; 2) Integrazione teoria-pratica e comunicazione tra l'insegnamento e l'area clinica; 3) gestione generale e organizzazione del corso; 4) la qualità delle infrastrutture: biblioteche, aule, tecnologie dell'informazione, servizi, amministrazione, comunicazione; e 5) tutorato clinico: umanità, relazioni e capacità del tutor clinico di guidare e supportare lo studente.

Conclusione. I risultati di questo studio forniscono una comprensione nuova e più approfondita sul significato della qualità della formazione negli studenti di infermieristica. Gli studenti ritenevano che la qualità della formazione consistesse nella sensibilità dei docenti verso i loro problemi e nell’umanità, capacità interpersonali, guida e supporto dei tutor clinici.

Parole chiave: qualità formazione, studenti infermieristica, esperienza educativa, fenomenologia

Full Text

PDF

Riferimenti bibliografici

Alvaro, R., Vellone, E., Fierro, A., Faia, A., Petrone, F., Miliani, R., & Venturini, G. (2009). Tools and methods to improve clinical training of undergraduate nursing students: The experience of "Tor Vergata" University or Rome. Professioni Infermieristiche, 62, 32–40.

Andrew, N., Robb, Y., Ferguson, D., & Brown, J. (2011). 'Show us you know us': Using the Senses Framework to support the professional development of undergraduate nursing students. Nurse Education in Practice, 11, 356–359.

Baykal, U., Sokmen, S., Korkmaz, S., & Akgun, E. (2005). Determining student satisfaction in a nursing college. Nurse Education Today, 25, 255–262.

Bernardi, M. G., Scalorbi, S., & Burrai, F. (2007). Planning and application of a valutation methodology in UNI EN ISO 9001:2000 quality system, for the analysis satisfaction level of third-year student University of Bologna, Bachelor of Nursing Course, CRI School of Nursing formative section. Professioni Infermieristiche, 60, 991–06.

Boylston, M. T., & Jackson, C. (2008). Adult student satisfaction in an accelerated RN-to-BSN program: A follow-up study. Journal of Professional Nursing: Official Journal of the American Association of Colleges of Nursing, 24, 2852–95.

Brown, J. F., & Marshall, B. L. (2008). Continuous quality improvement: An effective strategy for improvement of program outcomes in a higher education setting. Nursing Education Perspectives, 29(4), 2052–11.

Cameron, J., Roxburgh, M., Taylor, J., & Lauder, W. (2011). An integrative literature review of student retention in programmes of nursing and midwifery education: Why do students stay? Journal of Clinical Nursing, 20, 1372–1382.

Chan, M. F., Creedy, D. K., Chua, T. L., & Lim, C.C. (2011). Exploring the psychological health related profile of nursing students in Singapore: A cluster analysis. Journal of Clinical Nursing, 20, 3553–3560.

Chen, H. C., Farmer, S., Barber, L., & Wayman, M. (2012). Development and psychometric testing of the nursing student satisfaction scale. Nursing Education Perspectives, 33, 369–373.

Chou, S. M. (2004). Evaluating the service quality of undergraduate nursing education in Taiwan–using quality function deployment. Nurse Education Today, 24, 310–318.

Cohen, M. Z., Kahn, D., & Steeves, R. (2000). Hermeneutic phenomenological research: A practical guide for nurse researchers. Sage: Thousand Oaks, CA.

Council, N. M. (2010). Standards for pre-registration nursing education. NMC, London.

Dante, A., Petrucci, C., & Lancia, L. (2013). European nursing students' academic success or failure: A post-Bologna Declaration systematic review. Nurse Education Today, 33, 46–52.

Dante, A., Valoppi, G., Saiani, L., & Palese, A. (2011). Factors associated with nursing students' academic success or failure: A retrospective Italian multicenter study. Nurse Education Today, 31, 59–64.

Del Vecchio, R. (2009). Le biblioteche struttura e organizzazione. In E. Vellone & M. Piredda (Eds.), La ricerca bibliografica. McGraw-Hill, Milano.

Eick, S. A., Williamson, G. R., & Heath, V. (2012). A systematic review of placement-related attrition in nurse education. International Journal of Nursing Studies, 49, 1299–1309.

El Ansari, W. (2002a). Student nurse satisfaction levels with their courses: Part I – effects of demographic variables. Nurse Education Today, 22, 159–170.

El Ansari, W. (2002b). Student nurse satisfaction levels with their courses: Part II – effects of academic variables. Nurse Education Today, 22, 171–180.

European Association for Quality Assurance in Higher Education. (2009). Standards and guidelines for quality assurance in the European Higher Education Area, 3rd ed. European Association for Quality Assurance in Higher Education, Helsinki.

Freeburn, M., & Sinclair, M. (2009). Mental health nursing students' experience of stress: Burdened by a heavy load. Journal of Psychiatric and Mental Health Nursing, 16, 335–342.

Galletti, C., Ghera, P., Rega, M. L., & Vellone, E. (2005). The managerial education of nurse coordinator and the educational contract: The experience of the First Level Master in Nursing Management for Coordinational Functions at the Catholic University of Rome. Professioni Infermieristiche, 58, 194–201.

Hamshire, C., Willgoss, T. G., & Wibberley, C. (2013). What are reasonable expectations? Healthcare student perceptions of their programmes in the North West of England. Nurse Education Today, 33, 173–179.

Hensen, P. (2010). The "Bologna Process" in European higher education: Impact of bachelor's and master's degrees on German medical education. Teaching and Learning in Medicine, 22, 142–147.

Hughes, K. (2000a). Quality and marketing issues in nursing education. British Journal of Nursing, 9, 763–768.

Hughes, K. (2000b). Quality and marketing issues in nursing education. British Journal of Nursing, 9, 763–768.

Jahanpour, F., Sharif, F., Salsali, M., Kaveh, M. H., & Williams, L. M. (2010). Clinical decision-making in senior nursing students in Iran. International Journal of Nursing Practice, 16, 595–602.

Kantek, F., & Kazanci, G. (2012). An analysis of the satisfaction levels of nursing and midwifery students in a health college in Turkey. Contemporary Nurse, 42, 36–44.

Lou, J. H., Chen, S. H., Yu, H. Y., Li, R. H., Yang, C. I., & Eng, C. J. (2010). The influence of personality traits and social support on male nursing student life stress: A cross-sectional research design. Journal of Nursing Research, 18, 108–116.

Macale, L., Scialo, G., Di Sarra, L., De Marinis, M. G., Rocco, G., Vellone, E., & Alvaro, R. (2013). Psychometric properties of the Scale for Quality Evaluation of the Bachelor Degree in Nursing Version 2 (QBN 2). Nurse Education Today.

Melender, H. L., Jonsen, E., & Hilli, Y. (2013a). Quality of clinical education – Comparison of experiences of undergraduate student nurses in Finland and Sweden. Nurse Education in Practice, 13, 256–261.

Melender, H. L., Jonsén, E., & Hilli, Y. (2013b). Quality of clinical education – Comparison of experiences of undergraduate student nurses in Finland and Sweden. Nurse Education in Practice.

Murdock, C., Naber, J., & Perlow, M. (2010). Stress level and stress management skills of admitted baccalaureate nursing students. Kentucky Nurse, 58, 8.

Paturzo, M., Petruzzo, A., Bertò, L., Mottola, A., Cohen, M. Z., Alvaro, R., & Vellone, E. (2016). The lived experience of adults with heart failure: A phenomenological study. Annali di igiene: medicina preventiva e di comunità, 28(4), 263.

Quattrin, R., Zanini, A., Bulfone, G., Turello, D., Palese, A., & Brusaferro, S. (2008). Factors influencing student nurses' perception of their clinical guides: A questionnaire survey. Igiene e sanita pubblica, 64, 787–798.

Ratanasiripong, P., & Wang, C. C. (2011). Psychological well-being of Thai nursing students. Nurse Education Today, 31, 412–416.

Rexwinkel, T., Haenen, J., & Pilot, A. (2013). Quality assurance in higher education: Analysis of grades for reviewing course levels. Quality and Quantity, 47, 581–598.

Rexwinkela, T., Haenena, J., & Pilota, A. (2013). Evaluating the level of degree programmes in higher education: The case of nursing. Assessment & Evaluation in Higher Education, 38, 857–874.

Roberts, P. (1999). The development of NEdSERV: Quantitative instrumentation to measure service quality in nurse education. Nurse Education Today, 19, 396–407.

Scalorbi, S., & Burrai, F. (2008). Clinical practice quality in BNC (Bachelor of Nursing Course). Evaluation of students' satisfaction in the Italian Red Cross School of Nursing, University of Bologna. Professioni Infermieristiche, 61, 67–73.

Simeone, S., Savini, S., Cohen, M. Z., Alvaro, R., & Vellone, E. (2015). The experience of stroke survivors three months after being discharged home: A phenomenological investigation. European Journal of Cardiovascular Nursing, 14(2),162-169.

Simeone, S., Cohen, M.Z., Savini, S., Pucciarelli, G., Alvaro, R., & Vellone, E. (2016). The lived experiences of stroke caregivers three months after discharge of patients from rehabilitation hospital. Professioni Infermieristiche, 69, 103-112.

The European Higher Education Area. (2005). Achieving the goals. The European Higher Education Area, Bergen.

Vellone, E., Bellini, G., Fabriani, L., Fellone, C., & Passeretti, F. (2007). Development of an instrument to measure quality of the bachelor degree in nursing. Assistenza Infermieristica e Ricerca, 26, 14–23.

Vellone, E., Piras, G., Venturini, G., Alvaro, R., & Cohen, M. Z. (2012). The experience of quality of life for caregivers of people with Alzheimer's disease living in Sardinia, Italy. Journal of Transcultural Nursing, 23, 46–55.

Walker, S., Dwyer, T., Moxham, L., Broadbent, M., & Sander, T. (2013). Facilitator versus preceptor: Which offers the best support to undergraduate nursing students? Nurse Education Today, 33, 530–535.

Watson, R., Deary, I., Thompson, D., & Li, G. (2008). A study of stress and burnout in nursing students in Hong Kong: A questionnaire survey. International Journal of Nursing Studies, 45, 1534–1542.

Refback

  • Non ci sono refbacks, per ora.