Abstract
To analyze satisfaction with the academic experience and its relationship with sociodemographic variables among undergraduate nursing students from a public university in southern Brazil. Quantitative study, conducted with 170 students with the application of the Academic Experience Satisfaction Scale. Descriptive statistics, analysis of variance and linear regression analysis were used for data analysis. Students were neither satisfied nor dissatisfied with the course or with the institution and the opportunity of development. The aspect "satisfaction with the course" obtained the highest mean; younger students who carried out leisure activities had greater satisfaction with the course and with the opportunity of development. It is expected that learning the possible satisfaction or dissatisfaction of students can contribute to the development of strategies aimed at qualifying students' learning.
Highlights
Students’ entry to higher education brings about a series of changes at personal, cognitive, professional, affective and social levels, besides resulting in a series of expectations regarding the chosen undergraduate course
We should point out that one of the results obtained from the interaction between the student and the undergraduate course is related to academic satisfaction
The first semester classroom had a higher number of students (18.2%), who reported to have only basic information concerning the nursing undergraduate course before their entry to university (45.3%)
Summary
Students’ entry to higher education brings about a series of changes at personal, cognitive, professional, affective and social levels, besides resulting in a series of expectations regarding the chosen undergraduate course. These expectations very often come with anxiety, fear and doubts concerning academic performance and professional training. In the context of nursing, it is essential to understand how students experience their undergraduate course, since feelings of suffering and stress can be identified in students who are dissatisfied, which can affect their academic lives, their professional future, their working environment and relationships, as well as people with whom they will interact and the care services they will provide.[8]
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