Predictors and outcomes of nursing students' engagement trajectories at the beginning of their program

Abstract

This study seeks to achieve a dynamic understanding of nursing students' engagement trajectories, of the predictive role of their levels of harmonious passion, obsessive passion, exposure to challenge and hindrance demands, and perceptions of institutional support in relation to their engagement trajectories. We also consider the implications of these trajectories for a variety of outcomes related to students' attitudes (i.e., dropout intentions and program satisfaction), psychological health (i.e., negative affect and life satisfaction), and behaviors (i.e., performance and absenteeism). A sample of 2515 first-year nursing students were surveyed five times, with intervals of one month, over a four-month period during the first semester of their program. Our results revealed four profiles of students presenting High and Stable, Moderate and Decreasing, Low and Decreasing, and Moderate and Stable engagement trajectories. Harmonious and obsessive passion, challenge and hindrance demands, and institutional support were associated with these trajectories in a way that mainly supported our expectations. Trajectories characterized by lower levels of engagement were associated with higher levels of negative affect and absenteeism, and with lower levels of performance, program satisfaction, and life satisfaction. Conversely, trajectories characterized by higher levels of engagement were associated with lower levels of dropout intentions and higher levels of performance.