Using e-learning to support clinical skills acquisition: Exploring the experiences and perceptions of graduate first-year pre-registration nursing students — A mixed method study

e-Learning and other innovative open learning multimedia modalities of delivering education are being introduced to enhance learning opportunities and facilitate student access to and success in education. This article reports on a study that assessed students' readiness to make the shift from traditional learning to the technological culture of e-Learning at a university in Durban. A quasi-experimental study design was employed to assess such readiness in first year nursing students before and after an appropriate educational intervention. A modified Chapnick Readiness Score was used to measure their psychological, equipment and technological readiness for the change in learning method. It was found that, while students' psychological readiness for e-Learning was high, they lacked technological and equipment readiness. Although e-Learning could be used in nursing education, technological and equipment readiness require attention before it can be implemented effectively in this institution. Fortunately, these technical aspects are easier to resolve than improving psychological readiness.

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THE IMPACT OF STUDENT RESPONSE SYSTEM (SRS) IN ENHANCING NURSING STUDENTS’ ENGAGEMENT IN A LECTURE-BASED ENVIRONMENT: A MIXED-METHOD STUDY

EDULEARN19 Proceedings ◽

10.21125/edulearn.2019.0356 ◽

2019 ◽

Author(s):

Suet Lai Wong ◽

Sui Yu Yau ◽

Siu Hung Yip

Keyword(s):

Nursing Students ◽

Mixed Method ◽

Student Response ◽

Mixed Method Study ◽

Student Response System ◽

Response System ◽

The Impact

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A Mixed-Method Study of Undergraduate and First Year Librarian Positions in Academic Libraries in the United States

The Journal of Academic Librarianship ◽

10.1016/j.acalib.2018.02.005 ◽

2018 ◽

Vol 44 (2) ◽

pp. 207-215

Author(s):

Lily Todorinova

Keyword(s):

United States ◽

Mixed Method ◽

Academic Libraries ◽

The United States ◽

Mixed Method Study ◽

First Year

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Sense of belonging and first-year academic literacy

Canadian Journal of Higher Education ◽

10.47678/cjhe.v42i3.2044 ◽

2012 ◽

Vol 42 (3) ◽

pp. 116-142

Author(s):

Steve Marshall ◽

Mingming Zhou ◽

Ted Gervan ◽

Sunita Wiebe

Keyword(s):

Undergraduate Students ◽

Mixed Method ◽

Sense Of Belonging ◽

Academic Literacy ◽

Mixed Method Study ◽

First Year ◽

Language And Literacy ◽

Writing Courses ◽

Literacy Course ◽

The University

In this article, we analyze a broad range of factors that affect the sense of belonging of undergraduate students taking a first-year academic literacy course (ALC) at a multicultural, multilingual university in Vancouver, Canada. Students who fail to meet the university’s language and literacy requirements are required to pass ALC before they can enrol in writing courses across the disciplines. Consequently, many of those students feel that they have yet to be accepted as fully legitimate members of the university community. We present data from a two-year, mixed-method study, which involved asking students in surveys and interviews about their sense of belonging, as well as analyzing their reflective writing samples for issues related to their sense of belonging. We found that the participants’ perceptions of sense of belonging are multilayered and context-dependent, relating to changes in time and space, classroom pedagogy, and other social, cultural, and linguistic factors. Implications for higher education are discussed.

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Burnout among nursing students: a mixed method study

Investigación y Educación en Enfermería ◽

10.17533/udea.iee.v38n1e07 ◽

2020 ◽

Vol 38 (1) ◽

Author(s):

Maria José Quina Galdino ◽

Laio Preslis Brando Matos de Almeida ◽

Luiza Ferreira Rigonatti da Silva ◽

Edivaldo Cremer ◽

Alessandro Rolim Scholze ◽

...

Keyword(s):

Nursing Students ◽

Undergraduate Students ◽

Mixed Method ◽

Maslach Burnout Inventory ◽

Burnout Syndrome ◽

Mixed Method Study ◽

Student Survey ◽

Academic Variables ◽

School Year ◽

The University

Objective. Investigate the burnout syndrome among undergraduate students in nursing. Methods. Explanatory sequential mixed method study conducted at a public university in Brazil. Of the 119 nursing students, 114 consented to participate and answered a questionnaire composed of sociodemographic, academic variables, and the Maslach Burnout Inventory - Student Survey, which were analyzed by multiple linear regression. The participants of the quantitative phase with the indicative / risk of burnout were interviewed individually (n=21) to provide an in-depth understanding of the students' experiences regarding the dimensions of the syndrome, whose statements were analyzed by the Collective Subject Discourse. Results. The prevalence of burnout syndrome was 10.5% among the surveyed. The more advanced the school year, the higher were the exhaustion (p=0.003), depersonalization (p<0.001) and low academic effectiveness (p=0.012) scores. Students with a higher workload of assignments also had higher scores of exhaustion (p=0.001), depersonalization (p<0.001) and academic (in)effectiveness (p=0.042). Dissatisfaction with the course was related to higher exhaustion (p=0.049) and depersonalization (p=0.001). The collective speeches showed the daily demands of the course, considered as intense, producing overload and exhaustion, which produced symptoms of physical and mental illness. Thus, there was the student's distancing from the course activities, as a defensive attitude, which culminated in feelings of incompetence and frustration. Conclusion. The occurrence of burnout syndrome dimensions among nursing students was related to the activities of academic daily life. It is urgent to invest in health promotion and prevention actions of these individuals in the university context.How to cite this article: Galdino MJQ, Almeida LPBM, Silva LFR, Cremer E, Scholze AR, Martins JT, et al. Burnout among nursing students: a mixed method study. Invest. Educ. Enferm. 2020; 38(1):e07.

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