Undergraduate nursing students' co-construction of learning spaces in a bioscience course: A qualitative study with an ecological perspective on the learning environment.

Background

To ensure patient safety, nursing students must acquire sufficient bioscience knowledge. Previous research has emphasized the importance of high-quality learning environments and opportunities for students to act upon their learning needs. However, to our knowledge, no studies have examined nursing students' construction of learning spaces in bioscience from an ecological perspective.

Aim

This study explores how undergraduate nursing students use elements in their learning environment and construct their learning space within a bioscience course.

Methods

A qualitative descriptive design was employed. Three focus group interviews were conducted in April 2024, facilitated by an interview guide, to collect qualitative data from 17 first-year nursing students. The data were analyzed using systematic text condensation, followed by interpretive analyses.

Results

Three categories emerged from the data analysis: 1) high expectations and a belief in succeeding, 2) standing together, even when alone, and 3) freedom within established frameworks.

Conclusions

The findings underscore the importance of a supportive and flexible learning environment that acknowledges students' agency and social dynamics. Drawing on ecological theory, we posit that learning spaces are co-constructed through interactions among students, resources, and institutional structures. Elements in the learning environment should therefore balance structure with flexibility, foster competence through optimal challenge, and promote inclusive relatedness to sustain motivation and meaningful engagement.