The influence of the educational context on student nurses' conceptions of learning and approaches to learning.

Abstract

In previous research a quite similar variety of conceptions and approaches has been identified. However, while context does seem to influence which aspects of the experience and approach are accentuated and which are left in the background, the question is to what extent conceptions and approaches are contextually dependent. The aim of this study was to investigate the influence of the educational context on student nurses' conceptions of learning and approaches to learning, i.e., to investigate in what sense and to what extent conceptions and approaches are contextually dependent. The phenomenographic approach, expanded towards grounded theory, was taken as the point of departure. Data for the cross-section study were collected through individual interviews with student nurses (N = 60) both at the beginning and at the end of nursing training. As a result of the analysis, qualitative similarities and differences in students' conceptions and approaches were found. In comparing the two groups of student nurses, a trend of development could be identified since students used more developed conceptions and approaches at the end than at the beginning of the educational programme. These differences found between the student groups could largely be explained in terms of the nursing training. The results thus showed that conceptions and approaches are to some extent contextually dependent.