Nursing students' satisfaction with the curriculum: An integrative review

Background: Student satisfaction is one indicator of quality in higher education, allowing access to funding and coming with repercussions on student performance. This theme is considered complex and highly studied; however, in the nursing literature, there are no studies that summarize and combine the variables and predictors of satisfaction, as well as the existing conceptual models. Purpose: The purpose of this study is to define the following: 1) nursing students' academic satisfaction, 2) the existing theoretical models, 3) the academic satisfaction trend during the course, 4) the differences in academic satisfaction level between nursing student characteristics, and 5) the variables involved in the satisfaction process. Methods: An integrative review using Whittemore and Knafl's (2005) methodologies was conducted. The electronic databases CINAHL, PubMed, Cochrane, and Scopus were used. Two reviewers independently conducted the quality appraisal of the selected studies using the checklist proposed by Edwards (2015) and the Joanna Briggs Institute (JBI) tool. Findings: Nineteen papers were included. The articles were published between 1990 and 2018. Conclusions: The review highlights the lack of a shared conceptual framework to guide the empirical research in the nursing degree field. Four dimensions that predict satisfaction with the curriculum have been identified: faculty, curriculum, social, and development.

Automated summary

This study, through an integrative review, identified that nursing students' academic satisfaction is influenced by factors such as faculty, curriculum, social aspects, and development. It also highlighted the lack of a shared conceptual framework to guide empirical research in the nursing degree field.