Exploring nursing student engagement in the learning environment for improved learning outcomes

Melba Sheila D’Souza, Chandrani Isac, Ramesh Venkatesaperumal, K Subrahmanya Nairy, Anandhi Amirtharaj


Background: Nursing students’ engagement in the curriculum is important for learning outcomes in undergraduate nursing education.

Objective: The aim of this paper is to explore students’ engagement processes in cognitive, behavioural and emotional learning in the undergraduate nursing curriculum.

Method: An exploratory cross-sectional research design was used to conduct the study in Oman. A standardized validated Student Engagement Questionnaire (SEQ) was used to collect data from 250 nursing students of a public nursing school in 2010.

Results: 50% of the students (N=250) had high mean scores in the three engagement domains: Meaningul processes, Participation and Focused attention. Participation mean scores were the highest compared to the Focused attention and Meaningul processes. There was a significant association between cohort, as well as siblings studying in the same university and the 17 engagement subdomains.

Conclusions: Nursing students showed higher engagement in the clinical learning environment. Critical and creative thinking, adaptability, ability to solve problems and to manage one’s own learning were considered important factors in the cognitive and behavioural learning process. The ability to work with others, communication and interpersonal skills are considered vital for emotional and behavioural learning.

Implications: Nursing students should be engaged in student centered and interactive pedagogies for cognitive, emotional and behavioural learning. Nurse educators should integrate active and collaborative learning strategies in teaching.


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DOI: https://doi.org/10.5430/cns.v2n1p1


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Clinical Nursing Studies
ISSN 2324-7940(Print)   ISSN 2324-7959(Online)

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