A qualitative study on the phenomenon of implicit truancy among nursing undergraduate students from the perspective of students
基于学生视角的护理本科生隐性逃课现象的质性研究

摘要

目的 以学生视角，通过半结构式访谈，探究护理本科生隐性逃课的内在与外在机制，尤其是教学管理及教学设计、教师风格对隐性逃课的影响，从而为提高护理本科课堂教学质量提供参考。方法 采用目的抽样的方法，于2024年4月至2024年12月，抽取辽宁省大连市大连大学护理学院大一至大四的护理学生，开展半结构化访谈，运用Colaizzi 7 步分析法对访谈资料进行整理、分析、主题归纳。结果 基于学生视角的护理本科生隐性逃课现象访谈中提炼出个人因素（身体因素、心理因素、学习习惯、学习兴趣、专业认同）、老师因素（教学方式、亲和力）、学校因素（教学管理因素、课程类别、课程难度、学习环境因素）3个主题及11个亚主题。结论 产生隐匿性逃课的原因是多方面的包括个人因素，老师因素，学校因素，其中老师因素可以更直接的影响到学生的行为习惯，综合性提高教师素质，强化学校管理和课程的合理安排可以有效地解决此问题。

Abstract

Objective From the perspective of students, this study aims to explore the internal and external mechanisms of implicit truancy among nursing undergraduate students through semi-structured interviews, especially the impact of teaching management, teaching design, and teacher style on implicit truancy, in order to provide reference for improving the quality of nursing undergraduate classroom teaching.
Methods The purposive sampling method was used to select nursing students from their freshman to senior years at the School of Nursing, Dalian University, Dalian City, Liaoning Province from April 2024 to December 2024. Semi structured interviews were conducted, and the Colaizzi 7-step analysis method was used to organize, analyze, and categorize the interview data.
Results Based on the perspective of students, three themes and 11 sub themes were extracted from the interview on the phenomenon of implicit truancy among nursing undergraduate students: personal factors (physical factors, psychological factors, study habits, study interests, professional identity), teacher factors (teaching methods, affinity), and school factors (teaching management factors, course categories, course difficulty, learning environment factors).
Conclusion   The reasons for hidden truancy are multifaceted, including personal factors, teacher factors, and school factors. Among them, teacher factors can more directly affect students' behavioral habits. Comprehensive improvement of teacher quality, strengthening school management, and reasonable curriculum arrangement can effectively solve this problem.