Students’ perceptions of teaching factors that demotivate their learning in lectures and laboratory-based skills practice

Abstract

Objectives The objective of this paper is to report students perceptions of factors that demotivated their learning in lectures and laboratory-based skills practice settings. Methods A total of 23 students were recruited from the Bachelor of Nursing courses at three Japanese universities, using purposive sampling. A semi-structured interview was conducted with each participant between November 2017 and January 2018 to elicit their perceptions about which aspects of the teaching context demotivated their engagement in learning. The results were analyzed using thematic analysis. Results Three themes were generated: a restrictive environment, discouraging attitudes and discouraging teaching approaches. Conclusions To prevent students from experiencing demotivation, teachers in the nursing faculty need to manage learning resources more effectively, create a quiet and focused atmosphere to allow students to concentrate, and be enthusiastic about teaching. They also need to add value to their classes, help students to follow lectures, and ensure that the workload they give their students is appropriate.