学业预警的护理本科生隐性逃课体验的质性研究

doi:10.3761/j.issn.1672-9234.2025.07.008

摘要/Abstract

摘要：

目的探讨学业预警护理本科生的隐性逃课体验。方法以目的抽样法选取某护理学院的15名学业预警本科生进行半结构式访谈，采用Colaizzi 七步分析法进行资料分析。结果学业预警护理本科生的隐性逃课体验可归纳为3个主题和8个亚主题，包括我也想认真听课：主动在场与被动离场（认知觉醒、无奈出局）；我不会全部都听：选择性坚守与游离（兴趣至上、课堂导向、功利心作祟）；我听不听都行：内在的无意义感与外在的虚无感（无心向学、沉迷虚拟、得过且过）。结论从教师角度而言，目前存在教学枯燥、课堂管理失恰问题，提示教师应提高课堂教学质量和课堂管理水平，教师对学生关怀和帮助不足，提示教师应充分满足学生发展需求。从学生角度而言，学业预警学生呈现功利导向、认知偏差的弊端，提示其自身应重塑正确学习价值观；而针对其学习动力匮乏、目标模糊的现状，学生更应强化自身，成长修炼。唯有师生共同努力，方可构建精神共契的学习共同体，规避隐性逃课现象。

关键词: 护理本科生, 学业预警, 隐性逃课, 体验, 现象学

Abstract:

Objective To explore the experience of recessive truancy among academical warned undergraduate nursing students. Methods The purposive sampling was used to select 15 students for semi-structured interviews. The data were analyzed by Colaizzi’s 7-step method. Results The experience of recessive truancy were summarized into three themes and eight sub-themes，including “I also want to listen carefully”：active presence and passive departure（cognitive awakening，helpless out）；“I will not listen to all of them”：selective persistence and dissociation （interest first，classroom orientation，utilitarian intention）；“I can listen to it or not”：inner sense of meaninglessness and external sense of nothingness（no intention to learn，addicted to virtuality，drift along）. Conclusion From the teacher’s perspective，dull teaching and inadequate classroom management suggest that teachers should improve teaching quality and classroom management. The lack of care and support for students also reveals that teachers should satisfy students’ developmental needs. From the students’ perspective，their wrong learning values should be reshaped，while their lack of motivation and unclear goals also show that they should enhance their own growth cultivation. Only through joint efforts can a spiritually aligned learning community be built，thereby preventing the recessive truancy.

Key words: Undergraduate nursing students, Academic warning, Recessive truancy, Experience, Phenomenological study

可慧, 王玉茹, 刘芳青, 张宏晨. 学业预警的护理本科生隐性逃课体验的质性研究[J]. 中华护理教育, 2025, 22(7): 816-821.

KE Hui, WANG Yuru, LIU Fangqing, ZHANG Hongchen. A phenomenological study on the experience of recessive truancy among undergraduate nursing students under academic warning[J]. Chinese Journal of Nursing Education, 2025, 22(7): 816-821.

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