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Publication
Sense of Belonging and Evidence Learning: A Focus Group Study
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Advisor(s)
Abstract(s)
Abstract: A sense of belonging is a prerequisite for the professional and clinical success of nursing
students. The objective of this study was to elucidate whether students’ participation in projects
oriented toward translating knowledge into clinical practice promoted a sense of belonging and
assisted with their integration into clinical practice services. Fifteen students were distributed into
two focus groups, and the study was carried out by means of a semi-structured interview script using
the research question as a starting point for directing the discussion toward more specific topics.
Qualitative analysis followed a predefined protocol. WebQDA® software was used to organize and
analyze the findings, as well as to increase their rigor. The study design was approved by an ethics
committee. Three categories related to belongingness emerged from the data analysis: integration,
participation, and collaborative work. Belongingness was a central element for integrating students
into services, and it influenced their clinical education, their motivation, and the quality of their
experience. It also allowed them to learn about evidence, communicate science, carry out evidence based practice, and develop competencies. Concurrently, student integration was facilitated by the
sharing of knowledge between professors and nurses, and the existence of ongoing work with clinical
practice services.
Description
This research was funded by the Nursing Research, Innovation and Development Centre
of Lisbon (CIDNUR).
Keywords
Evidence Learning Nursing Students Sense of belonging
Pedagogical Context
Citation
Baixinho, C.L.; Ferreira, Ó.R.; Medeiros, M.; Oliveira, E.S.F. Sense of Belonging and Evidence Learning: A Focus Group Study. Sustainability 2022, 14, 5793. https://doi.org/10.3390/su14105793
Publisher
MDPI