Abstract：
OBJECTIVE: This study aims to elicit graduate entry nursing students\' views on factors that enable and constrain their learning engagement.
BACKGROUND: Learning engagement has been associated with student retention/attrition and the achievement of learning confidence and success. While all students are subject to challenges that affect their learning engagement, those experienced by international students who are learning in a foreign and unfamiliar context are of particular concern to academics. An understanding of international graduate entry nursing students\' perspectives on factors that enable and constrain their engagement can inform development of learning and teaching strategies that are more responsive to the needs of this group of students and can support their learning achievement.
METHODS: A qualitative descriptive design conducted in one Australian multi campus university School of Nursing. Participants included first and second-year international students enrolled in a graduate entry Master of Nursing course.
METHODS: Data, including demographic information, was collected via a theoretically informed online survey consisting of a Likert scale and open- ended questions. This study reports participant responses to open ended questions included in the survey. A thematic analysis was used to interpret findings.
RESULTS: Analysis identified participants\' perspectives on factors that influenced their learning engagement in four theme areas: 1) Availability of study support resources, 2) Opportunities for social interaction, 3) Opportunities to build a sense of belonging, and 4) Constraints on development of a sense of engagement. Opportunities for social engagement emerged as a dominant finding across all themes.
CONCLUSIONS: This research, which focused on international students\' perspectives on learning engagement, contributed to existing knowledge on student engagement in higher education graduate entry nursing courses. Opportunities for social interaction within and beyond formal course learning experiences were valued by students and identified as key to their learning engagement. These findings have implications for academics and student support services who together, can influence the context of students learning to better meet their engagement needs.
BACKGROUND: Learning engagement has been associated with student retention/attrition and the achievement of learning confidence and success. While all students are subject to challenges that affect their learning engagement, those experienced by international students who are learning in a foreign and unfamiliar context are of particular concern to academics. An understanding of international graduate entry nursing students\' perspectives on factors that enable and constrain their engagement can inform development of learning and teaching strategies that are more responsive to the needs of this group of students and can support their learning achievement.
METHODS: A qualitative descriptive design conducted in one Australian multi campus university School of Nursing. Participants included first and second-year international students enrolled in a graduate entry Master of Nursing course.
METHODS: Data, including demographic information, was collected via a theoretically informed online survey consisting of a Likert scale and open- ended questions. This study reports participant responses to open ended questions included in the survey. A thematic analysis was used to interpret findings.
RESULTS: Analysis identified participants\' perspectives on factors that influenced their learning engagement in four theme areas: 1) Availability of study support resources, 2) Opportunities for social interaction, 3) Opportunities to build a sense of belonging, and 4) Constraints on development of a sense of engagement. Opportunities for social engagement emerged as a dominant finding across all themes.
CONCLUSIONS: This research, which focused on international students\' perspectives on learning engagement, contributed to existing knowledge on student engagement in higher education graduate entry nursing courses. Opportunities for social interaction within and beyond formal course learning experiences were valued by students and identified as key to their learning engagement. These findings have implications for academics and student support services who together, can influence the context of students learning to better meet their engagement needs.
摘要：
目的：本研究旨在激发研究生入学护生对促进和限制其学习投入的因素的看法。
背景：学习投入与学生的保留/减员以及学习信心和成功的成就有关。虽然所有学生都面临着影响他们学习参与度的挑战，那些在外国和陌生环境中学习的国际学生的经验是学者特别关注的。了解国际研究生入学护理学生对支持和限制他们参与的因素的观点，可以为学习和教学策略的发展提供信息，这些策略更符合这组学生的需求，并可以支持他们的学习成就。
方法：在澳大利亚一所多校区大学护理学院进行的定性描述性设计。参与者包括一年级和二年级的国际学生，他们参加了研究生入学护理硕士课程。
方法：数据，包括人口统计信息，是通过一项由李克特量表和开放式问题组成的理论知情在线调查收集的。本研究报告参与者对调查中包含的开放式问题的回答。主题分析用于解释研究结果。
结果：分析确定了参与者对影响他们在四个主题领域的学习参与度的因素的看法：1）研究支持资源的可用性，2）社会互动的机会，3）建立归属感的机会，和4)参与感发展的制约因素。社会参与的机会成为所有主题的主要发现。
结论：这项研究，专注于国际学生对学习参与的看法，为学生参与高等教育研究生入学护理课程的现有知识做出了贡献。学生重视正式课程学习经验内外的社交互动机会，并将其确定为学习参与的关键。这些发现对学者和学生支持服务产生了影响，可以影响学生的学习环境，更好地满足他们的参与需求。
背景：学习投入与学生的保留/减员以及学习信心和成功的成就有关。虽然所有学生都面临着影响他们学习参与度的挑战，那些在外国和陌生环境中学习的国际学生的经验是学者特别关注的。了解国际研究生入学护理学生对支持和限制他们参与的因素的观点，可以为学习和教学策略的发展提供信息，这些策略更符合这组学生的需求，并可以支持他们的学习成就。
方法：在澳大利亚一所多校区大学护理学院进行的定性描述性设计。参与者包括一年级和二年级的国际学生，他们参加了研究生入学护理硕士课程。
方法：数据，包括人口统计信息，是通过一项由李克特量表和开放式问题组成的理论知情在线调查收集的。本研究报告参与者对调查中包含的开放式问题的回答。主题分析用于解释研究结果。
结果：分析确定了参与者对影响他们在四个主题领域的学习参与度的因素的看法：1）研究支持资源的可用性，2）社会互动的机会，3）建立归属感的机会，和4)参与感发展的制约因素。社会参与的机会成为所有主题的主要发现。
结论：这项研究，专注于国际学生对学习参与的看法，为学生参与高等教育研究生入学护理课程的现有知识做出了贡献。学生重视正式课程学习经验内外的社交互动机会，并将其确定为学习参与的关键。这些发现对学者和学生支持服务产生了影响，可以影响学生的学习环境，更好地满足他们的参与需求。
