Abstract
AimTo obtain a vision of nursing students’ learning, exploring difficulties concerning understanding stroke care delivery when apathy occurs. MethodsMixed methods research combining a quantitative research method with a pre-experimental one group pretest-postest design and a qualitative research method with a phenomenographic descriptive design. Data was collected from written self-assessments (pretest; n=83) and exam papers (postest; n=82) completed by third-year nursing students enrolled in the 2016-17 academic year in one nursing school in Spain. ResultsThe analysis revealed 3conceptions in relation to understanding stroke care delivery when apathy occurs: a) apathy as a multi-causal response; b) apathy as a reactive psychological response; c) apathy as a result of brain injury. ConclusionsThe analysis of conceptions in this research has shown that the percentage of students arguing apathy based on one single factor did not vary from pretest to postest. The relationship between functional loss and reactive psychological answers was the abounding argument. Identification of conceptions will allow nurse educators to design evidence-based teaching-learning strategies focused on difficulties in stroke care delivery among undergraduate nursing students. Likewise, it will help to enhance the quality of care delivered by future nurses, improving these patients’ quality of life.
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