Final-year nursing students’ perceptions of humanistic education in nursing: a cross-sectional descriptive study

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Abstract

Background

Humanistic education is an important part of nursing education. Final-year nursing students’ perceptions of nursing humanistic education are under-investigated. This study aimed to examined final-year nursing students’ perceptions of nursing humanistic education in both school and hospital.

Methods

This was a cross-sectional descriptive study conducted from May to June 2022 among 107 final-year nursing students with a self-designed questionnaire.

Results

Final-year nursing students recognized the importance of humanistic education, scoring above 4.0 on a 1–5 scale, while their initiative to enhance humanistic qualities was relatively low. Students’ satisfaction with the number of humanities courses offered was only 3.7 ± 0.862. Moreover, 62.6% of students believed there was a need to enhance humanistic environmental development including corridor culture. The “monotonous teaching format” (63.6%) and “teaching methods” (64.5%) have emerged as focal points that students identified as needing attention and improvement.

Conclusions

In the future, nursing humanistic education can be enhanced by increasing the proportion of humanities, improving teaching methods, stimulating students’ learning motivation, and strengthening the construction of humanistic environment.

Supplementary Information

The online version contains supplementary material available at 10.1186/s12909-024-05377-3.

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Most cited references 43

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Transformation of the education of health professionals in China: progress and challenges.

Jianlin Hou, Catherine Michaud, ZHIHUI LI … (2014)

In this Review we examine the progress and challenges of China's ambitious 1998 reform of the world's largest health professional educational system. The reforms merged training institutions into universities and greatly expanded enrolment of health professionals. Positive achievements include an increase in the number of graduates to address human resources shortages, acceleration of production of diploma nurses to correct skill-mix imbalance, and priority for general practitioner training, especially of rural primary care workers. These developments have been accompanied by concerns: rapid expansion of the number of students without commensurate faculty strengthening, worries about dilution effect on quality, outdated curricular content, and ethical professionalism challenged by narrow technical training and growing admissions of students who did not express medicine as their first career choice. In this Review we underscore the importance of rebalance of the roles of health sciences institutions and government in educational policies and implementation. The imperative for reform is shown by a looming crisis of violence against health workers hypothesised as a result of many factors including deficient educational preparation and harmful profit-driven clinical practices.

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Humanism, the Hidden Curriculum, and Educational Reform: A Scoping Review and Thematic Analysis.

Maria Martimianakis, Barret Michalec, Justin Lam … (2015)

Medical educators have used the hidden curriculum concept for over three decades to make visible the effects of tacit learning, including how culture, structures, and institutions influence professional identity formation. In response to calls to see more humanistic-oriented training in medicine, the authors examined how the hidden curriculum construct has been applied in the English language medical education literature with a particular (and centering) look at its use within literature pertaining to humanism. They also explored the ends to which the hidden curriculum construct has been used in educational reform efforts (at the individual, organizational, and/or systems levels) related to nurturing and/or increasing humanism in health care.

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Motivation in medical education().

Thierry Pelaccia, Rolland Viau (2017)

Motivation is a concept which has fascinated researchers for many decades. The field of medical education has become interested in motivation recently, having always assumed that medical students must be motivated because of their commitment to highly specific training, leading to a very specific profession. However, motivation is a major determinant of the quality of learning and success, the lack of which may well explain why teachers sometimes observe medical students who are discouraged, have lost interest or abandon their studies, with a feeling of powerlessness or resignation. After describing the importance of motivation for learning in medicine, this Guide will define the concept of motivation, setting it within the context of a social cognitive approach. In the second part of this Guide, recommendations are made, based upon the so-called "motivational dynamic model", which provides a multitude of various strategies with positive effects on students' motivation to learn.

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Author and article information

Contributors

Yangyang Tian: yangyang20230828@163.com

Journal

Journal ID (nlm-ta): BMC Med Educ

Journal ID (iso-abbrev): BMC Med Educ

Title: BMC Medical Education

Publisher: BioMed Central (London )

ISSN (Electronic): 1472-6920

Publication date (Electronic): 9 April 2024

Publication date PMC-release: 9 April 2024

Publication date Collection: 2024

Volume: 24

Electronic Location Identifier: 392

Affiliations

Intensive Care Unit, The Second Affiliated Hospital of Zhejiang Chinese Medical University, ( https://ror.org/04epb4p87) 310005 Hangzhou, Zhejiang China

Article

Publisher ID: 5377

DOI: 10.1186/s12909-024-05377-3

PMC ID: 11005204

PubMed ID: 38594668

SO-VID: bd95a37c-e098-43f8-a0b3-fb1df6a20dfd

License:

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. The Creative Commons Public Domain Dedication waiver ( http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated in a credit line to the data.

History

Date received : 29 November 2023

Date accepted : 31 March 2024

Custom metadata

ScienceOpen disciplines: Education

Keywords: nursing students,nursing education,humanistic education,perspective

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ScienceOpen disciplines: Education

Keywords: nursing students, nursing education, humanistic education, perspective

Final-year nursing students’ perceptions of humanistic education in nursing: a cross-sectional descriptive study

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Abstract

Background

Methods

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Supplementary Information

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Sociology of education: objects and perspectives

Most cited references 43

Transformation of the education of health professionals in China: progress and challenges.

Humanism, the Hidden Curriculum, and Educational Reform: A Scoping Review and Thematic Analysis.

Motivation in medical education().

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