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Students’ perceptions of teaching factors that demotivate their learning in lectures and laboratory-based skills practice
OBJECTIVES: The objective of this paper is to report students' perceptions of factors that demotivated their learning in lectures and laboratory-based skills practice settings. METHODS: A total of 23 students were recruited from the Bachelor of Nursing courses at three Japanese universities, us...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Chinese Nursing Association
2019
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6838877/ https://www.ncbi.nlm.nih.gov/pubmed/31728394 http://dx.doi.org/10.1016/j.ijnss.2019.08.001 |
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author | Takase, Miyuki Niitani, Mayumi Imai, Takiko Okada, Mari |
author_facet | Takase, Miyuki Niitani, Mayumi Imai, Takiko Okada, Mari |
author_sort | Takase, Miyuki |
collection | PubMed |
description | OBJECTIVES: The objective of this paper is to report students' perceptions of factors that demotivated their learning in lectures and laboratory-based skills practice settings. METHODS: A total of 23 students were recruited from the Bachelor of Nursing courses at three Japanese universities, using purposive sampling. A semi-structured interview was conducted with each participant between November 2017 and January 2018 to elicit their perceptions about which aspects of the teaching context demotivated their engagement in learning. The results were analyzed using thematic analysis. RESULTS: Three themes were generated: a restrictive environment, discouraging attitudes and discouraging teaching approaches. CONCLUSIONS: To prevent students from experiencing demotivation, teachers in the nursing faculty need to manage learning resources more effectively, create a quiet and focused atmosphere to allow students to concentrate, and be enthusiastic about teaching. They also need to add value to their classes, help students to follow lectures, and ensure that the workload they give their students is appropriate. |
format | Online Article Text |
id | pubmed-6838877 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2019 |
publisher | Chinese Nursing Association |
record_format | MEDLINE/PubMed |
spelling | pubmed-68388772019-11-14 Students’ perceptions of teaching factors that demotivate their learning in lectures and laboratory-based skills practice Takase, Miyuki Niitani, Mayumi Imai, Takiko Okada, Mari Int J Nurs Sci Original Article OBJECTIVES: The objective of this paper is to report students' perceptions of factors that demotivated their learning in lectures and laboratory-based skills practice settings. METHODS: A total of 23 students were recruited from the Bachelor of Nursing courses at three Japanese universities, using purposive sampling. A semi-structured interview was conducted with each participant between November 2017 and January 2018 to elicit their perceptions about which aspects of the teaching context demotivated their engagement in learning. The results were analyzed using thematic analysis. RESULTS: Three themes were generated: a restrictive environment, discouraging attitudes and discouraging teaching approaches. CONCLUSIONS: To prevent students from experiencing demotivation, teachers in the nursing faculty need to manage learning resources more effectively, create a quiet and focused atmosphere to allow students to concentrate, and be enthusiastic about teaching. They also need to add value to their classes, help students to follow lectures, and ensure that the workload they give their students is appropriate. Chinese Nursing Association 2019-08-17 /pmc/articles/PMC6838877/ /pubmed/31728394 http://dx.doi.org/10.1016/j.ijnss.2019.08.001 Text en © 2019 Chinese Nursing Association. Production and hosting by Elsevier B.V. http://creativecommons.org/licenses/by-nc-nd/4.0/ This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). |
spellingShingle | Original Article Takase, Miyuki Niitani, Mayumi Imai, Takiko Okada, Mari Students’ perceptions of teaching factors that demotivate their learning in lectures and laboratory-based skills practice |
title | Students’ perceptions of teaching factors that demotivate their learning in lectures and laboratory-based skills practice |
title_full | Students’ perceptions of teaching factors that demotivate their learning in lectures and laboratory-based skills practice |
title_fullStr | Students’ perceptions of teaching factors that demotivate their learning in lectures and laboratory-based skills practice |
title_full_unstemmed | Students’ perceptions of teaching factors that demotivate their learning in lectures and laboratory-based skills practice |
title_short | Students’ perceptions of teaching factors that demotivate their learning in lectures and laboratory-based skills practice |
title_sort | students’ perceptions of teaching factors that demotivate their learning in lectures and laboratory-based skills practice |
topic | Original Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6838877/ https://www.ncbi.nlm.nih.gov/pubmed/31728394 http://dx.doi.org/10.1016/j.ijnss.2019.08.001 |
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