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Predictors of Emotional Engagement in Online Graduate Nursing Students
Darlene Kuchinski-Donnelly1, Anne M Krouse
1Author Affiliations: Assistant Professor, Chair Undergraduate Nursing Department, (Dr Kuchinski-Donnelly), Misericordia University, Nursing Department, Dallas; and Dean and Professor (Dr Krouse), School of Nursing, Widener University, Chester, Pennsylvania.
Background:
Student engagement, specifically emotional engagement, is a predictor to positive learning outcomes and academic success. Autonomy, competence, and relatedness have been associated with engagement; however, these studies have not been done in nursing.
Purpose:
The purpose of this study was to examine if autonomy, competence, and relatedness predicted emotional engagement among graduate nursing students in the online learning environment.
Methods:
A descriptive, correlational design was used to determine the levels of and relationships among emotional engagement and autonomy, competence, and relatedness as well as predictors of emotional engagement in students (n = 123) in online nursing programs.
Results:
Findings revealed that students were emotionally engaged in their learning, and competence was the only predictor of emotional engagement.
Conclusion:
Competency-based learning strategies should be implemented in online learning environments to increase the emotional engagement of graduate nursing students.
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