Authors
Roger Arnold Marchen, Kristin Nilsen Sollied, Rønnaug Dahlviken, Kjersti Nesbø, Jone Hamnvikvoll Thelle, Camilla Olaussen, Hanne Maria Bingen
Published in
Nurse education today. Volume 166. Pages 107274. Jul 13, 2026. Epub Jul 13, 2026.
Abstract
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.
This study explores how undergraduate nursing students use elements in their learning environment and construct their learning space within a bioscience course.
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.
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.
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.
PMID:
42456213
Bibliographic data and abstract were imported from PubMed on 16 Jul 2026.
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