Negative silence in the classroom: A cross-sectional study of undergraduate nursing students

Abstract

ObjectiveTo investigate the concept of negative silent behavior of undergraduate nursing students and its influencing factors. MethodsA cross sectional study was conducted by using convenience sampling, and 269 nursing students enrolled from August–September 2021 in a higher medical institution in Guizhou Province were selected for the study and surveyed using the general information questionnaire, the degree of negative classroom silence scale, and a questionnaire on the factors influencing negative classroom silence. Multiple linear regression was used to analyze the influencing factors of classroom negative silence among nursing students. ResultsThe degree of negative silence in the nursing students' classroom was (2.75 ± 0.50), which was at a relatively active level. Multiple linear regression showed that teacher pedagogy and student literacy were influential factors in the degree of negative silence in nursing students' classrooms (p < 0.05). ConclusionsThe level of negative silence in nursing students' classrooms is at a relatively active level, and teacher pedagogy and student literacy are the main influencing factors. Nurse educators should pay attention to the problem of negative silence of students in the classroom and prevent and intervene early to ensure the quality and effectiveness of classroom teaching and learning.