Shaping a valued learning journey: Student satisfaction with learning in undergraduate nursing programs, a grounded...

Area of Science:

• Nursing Education
• Higher Education Quality
• Student Experience

Background:

• Student satisfaction is a key quality indicator in undergraduate programs, particularly nursing.
• Existing theories often overlook students' perceptions of learning, focusing instead on the educational environment.
• Understanding student satisfaction with learning is crucial for effective pedagogy and meeting stakeholder expectations.

Purpose of the Study:

• To explore and understand how undergraduate nursing students determine their satisfaction with learning.

Main Methods:

• Constructivist grounded theory methodology was employed.
• Data were collected through 29 semi-structured interviews with 17 diverse undergraduate nursing students across two Australian institutions.
• Analysis focused on students' descriptions of learning satisfaction and dissatisfaction.

Main Results:

• Student satisfaction with learning arises from a "valued learning journey" integrating self, university, and workplace social contexts.
• This journey progresses through three phases: orienting to learning, engaging with experiences, and recognizing achievement.
• Satisfaction is individual, dynamic, and can vary in intensity and duration.

Conclusions:

• A "valued learning journey" is central to student satisfaction in nursing education.
• Nurse academics can foster learning satisfaction by considering individual student needs and diverse stakeholder expectations.
• Findings offer insights for enhancing undergraduate nursing programs to improve student satisfaction with learning.