Abstract：
OBJECTIVE: To examine undergraduate nursing students\' sense of belonging as they transitioned from online to in-person learning.
METHODS: A mixed-method design employing a Sense of Belonging Survey and three open-ended questions.
METHODS: Participants were first-year undergraduate nursing students who were back to in-person learning after 3 years of online learning during the pandemic. The survey was administered online in April 2023 using Qualtrics survey software. The survey data were analysed using descriptive statistics, and the open-ended questions were analysed by deductive thematic analysis.
RESULTS: Seventy-five (48%) of the 155 potential participants responded to the survey. The mean score on the Sense of Belonging Survey was 74%, a positive finding suggesting that many participants feel that they \'belong\' in the classroom. Three overarching themes were identified in response to the open-ended questions: factors supporting students\' sense of belonging, factors hindering students\' sense of belonging and strategies for faculty, administrators and students to increase a sense of belonging.
CONCLUSIONS: Understanding the factors that contribute to or hinder nursing students\' sense of belonging during this transition will assist in developing strategies to mitigate challenges, foster a positive learning environment and enhance the overall sense of belonging among nursing students.
CONCLUSIONS: The first year of a nursing programme is crucial for student retention as students require tailored programmes and strategies to support their success. Examining and analysing the transition from online to in-person classroom settings is crucial to identifying strategies to enhance and support first-year students\' sense of belonging and academic success. Exploring nursing students\' experiences of belonging during transitions contributes to a more inclusive and equitable educational experience, fostering an environment where all students can thrive and succeed.
UNASSIGNED: Not applicable.
METHODS: A mixed-method design employing a Sense of Belonging Survey and three open-ended questions.
METHODS: Participants were first-year undergraduate nursing students who were back to in-person learning after 3 years of online learning during the pandemic. The survey was administered online in April 2023 using Qualtrics survey software. The survey data were analysed using descriptive statistics, and the open-ended questions were analysed by deductive thematic analysis.
RESULTS: Seventy-five (48%) of the 155 potential participants responded to the survey. The mean score on the Sense of Belonging Survey was 74%, a positive finding suggesting that many participants feel that they \'belong\' in the classroom. Three overarching themes were identified in response to the open-ended questions: factors supporting students\' sense of belonging, factors hindering students\' sense of belonging and strategies for faculty, administrators and students to increase a sense of belonging.
CONCLUSIONS: Understanding the factors that contribute to or hinder nursing students\' sense of belonging during this transition will assist in developing strategies to mitigate challenges, foster a positive learning environment and enhance the overall sense of belonging among nursing students.
CONCLUSIONS: The first year of a nursing programme is crucial for student retention as students require tailored programmes and strategies to support their success. Examining and analysing the transition from online to in-person classroom settings is crucial to identifying strategies to enhance and support first-year students\' sense of belonging and academic success. Exploring nursing students\' experiences of belonging during transitions contributes to a more inclusive and equitable educational experience, fostering an environment where all students can thrive and succeed.
UNASSIGNED: Not applicable.
摘要：
目的：研究护理本科生从在线学习过渡到面对面学习的归属感。
方法：采用归属感调查和三个开放式问题的混合方法设计。
方法：参与者是一年级本科护理专业的学生，他们在大流行期间经过3年的在线学习后又回到了现场学习。该调查于2023年4月使用Qualtrics调查软件在线进行。调查数据采用描述性统计分析，并通过演绎主题分析对开放式问题进行分析。
结果：155名潜在参与者中有75名（48%）回答了调查。归属感调查的平均得分为74%，一个积极的发现表明，许多参与者觉得他们“属于”课堂。针对开放式问题，确定了三个总体主题：支持学生归属感的因素，阻碍学生归属感和教师策略的因素，管理人员和学生增加归属感。
结论：了解在这一转变过程中促成或阻碍护理专业学生归属感的因素将有助于制定缓解挑战的策略。培养积极的学习环境，增强护生的整体归属感。
结论：护理课程的第一年对于学生的保留至关重要，因为学生需要量身定制的课程和策略来支持他们的成功。检查和分析从在线到面对面课堂设置的过渡对于确定增强和支持一年级学生的归属感和学业成功的策略至关重要。探索护理学生在过渡期间的归属感经验有助于更包容和公平的教育经验，营造一个让所有学生都能茁壮成长和成功的环境。
■不适用。
方法：采用归属感调查和三个开放式问题的混合方法设计。
方法：参与者是一年级本科护理专业的学生，他们在大流行期间经过3年的在线学习后又回到了现场学习。该调查于2023年4月使用Qualtrics调查软件在线进行。调查数据采用描述性统计分析，并通过演绎主题分析对开放式问题进行分析。
结果：155名潜在参与者中有75名（48%）回答了调查。归属感调查的平均得分为74%，一个积极的发现表明，许多参与者觉得他们“属于”课堂。针对开放式问题，确定了三个总体主题：支持学生归属感的因素，阻碍学生归属感和教师策略的因素，管理人员和学生增加归属感。
结论：了解在这一转变过程中促成或阻碍护理专业学生归属感的因素将有助于制定缓解挑战的策略。培养积极的学习环境，增强护生的整体归属感。
结论：护理课程的第一年对于学生的保留至关重要，因为学生需要量身定制的课程和策略来支持他们的成功。检查和分析从在线到面对面课堂设置的过渡对于确定增强和支持一年级学生的归属感和学业成功的策略至关重要。探索护理学生在过渡期间的归属感经验有助于更包容和公平的教育经验，营造一个让所有学生都能茁壮成长和成功的环境。
■不适用。
