“Undergraduate students’ perceptions of learning nursing theories: A descriptive qualitative approach”

Abstract

AimThis study examined undergraduate students’ perceptions of learning nursing theories and the contribution of these theories to clinical practice. BackgroundNursing theories are the foundation of the discipline. Students’ perceptions of learning nursing theories are under-investigated. DesignThis descriptive study used a qualitative approach with five questions survey and group narratives. Methods163 first-year nursing students (female= 85%) participated in the study. Participants chose the best-fit theory to answer individually questions on the contribution of six learnt theories (McGill Model of Nursing, Self-Care Deficit Nursing Theory, Theory of Humanbecoming, Theory of Interpersonal Relations, Adaptation Model of Nursing and Theory of Human Caring) to their clinical practice. They discussed their answers in groups and provided group narratives. ResultsResponses of 163 participants showed no theory to be predominant. Narratives’ analysis revealed four themes: Pluralism in the view of nursing theories, Dualism in the view of nursing practice, Monism in the view of the person and Learning based on personal values and social context. ConclusionsStudents recognize the plurality of theories and the Person holistically. Teaching nursing theory in the undergraduate program should support the use of theoretical knowledge relevant to practice and promote its direct application during clinical training. Tweetable abstractThis study examined undergraduate students’ perceptions of learning nursing theories using a qualitative approach. Narratives revealed Pluralism in the view of theories, Dualism in the view of practice, Monism in the view of the person and Learning based on personal values and social context.