VIETNAMESE NURSING STUDENTS' SATISFACTION WITH ANATOMY LEARNING: A CROSS-SECTIONAL STUDY

Tóm tắt

Background: Understanding students’ satisfaction with anatomy, a foundational nursing subject, can inform improvements in teaching, engagement, and outcomes. Objectives: Assessed nursing students’ self reported satisfaction with anatomy learning across three domains - Perceived course learnability, Perceived learning community support, and Perceived learning effectiveness - adapted from Eagleton’s framework and examined its association with students’ demographic characteristics. It also described students’ self-directed learning behaviors that supported their anatomy understanding. Methods: A cross-sectional study was conducted among 132 first-year Bachelor of Nursing students at Pham Ngoc Thach University of Medicine. A validated questionnaire with 18 items covering the three domains adapted from Eagleton’s framework was administered. Data were analyzed using descriptive statistics and Chi-square tests. Results: The overall rate of satisfaction with anatomy learning was 83.8%. Among the three domains, students indicated learning community support had the highest score (92.6%), followed by perceived course learnability (90.8%) and learning effectiveness (76.0%). Female students reported significantly higher satisfaction in community learning support than male students (p = 0.014). These satisfaction domains reflect students’ subjective perceptions of personal learning experiences, rather than actual learning outcomes. Conclusion: While students expressed high overall satisfaction with anatomy learning, lower scores in learning effectiveness highlight a need to enhance instructional strategies and student-centered approaches. As conceptualized by Eagleton, these domains represent students’ subjective perceptions of learning, not actual performance. Improving students’ perceived satisfaction with learning effectiveness needs to be further studied their achievement of learning outcomes, which could then inform instructional enhancements, particularly within foundational courses like Anatomy.