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Preferences of undergraduate nursing students for value education in professional courses: A conjoint analysis
Yunping Fang1, Wenxuan Yu1, Qiuge Zhao1
1School of Nursing, Shandong Second Medical University, Weifang, 261053, Shandong, China.
Background:
Values education has gained prominence in undergraduate nursing education as healthcare services continue to demand higher quality of care and professionalism. Undergraduate nursing students' preferences for these values education are critical for improving learning and optimizing instructional design.
Objective:
To investigate the preferences of undergraduate nursing students regarding value education in professional courses.
Methods:
A preference-based method, conjoint analysis, was utilized to explore undergraduate nursing students' preferences regarding value education in professional courses. A stepwise qualitative approach to determining the attributes and attribute levels of value education in professional courses. Scenarios were defined using an orthogonal fractional factorial design, and a cross-sectional survey was conducted anonymously using an online survey platform. Data analysis was conducted using SAS v9.4 and SPSS 26.0.
Results:
A total of 554 completed the questionnaire. The most important attribute for students when making decisions was the duration of value education per class session (relative importance score = 36.13), followed by the content of value education (relative importance score = 29.75), the materials of value education (relative importance score = 28.18), and finally the teaching method of value education (relative importance score = 5.94). Among the 16 combined scenarios, the most popular combination was a duration of <2 min of value education per class session, focusing on content related to professionalism, using the teacher's personal growth experiences as material, and a teaching method involving interactive discussion between teacher and students.
Conclusions:
Undergraduate nursing students' preferences for value education in professional courses are influenced by the duration of value education per class session, the content of value education, the materials of value education, and the teaching method of value education. These findings can provide useful insights for nursing educators in understanding student preferences and develop value education in professional courses programs.
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