Impacts of peer tutoring on academic performance of first-year baccalaureate nursing students: A quasi-experimental study

Mentorship has been around for years and has been explored in nursing education in the clinical settings. Despite evidence that indicates that the academic environment is the most common source of stress, little mentorship implementation and investigation has been done in this environment. The purpose of this research is to describe the effects of a mentorship experience on the level of perceived stress, sense of belonging, self-efficacy, and loneliness by first year baccalaureate nursing students. A quasi-experimental design was conducted. Seventy baccalaureate nursing students in the first year of their program (n = 34 in the experimental group; n = 36 in the control group) enrolled in a single baccalaureate nursing program were recruited. Third year mentors were purposefully selected by nursing professors within the program. The Perceived Stress Scale, the College Self-Efficacy Inventory (CSEI)–Revised, Sense of Belonging-Psychological, Sense of Belonging-Antecedents, and the Revised UCLA Loneliness Scale were used to evaluate the various concepts as these tools were used in previous research with college level students and deemed to be reliable and valid tools for measuring the relevant concepts. The mentorship program was statistically significant in reducing first year nursing students’ perceived stress and loneliness. It also appeared to increase their sense of self-efficacy and psychological sense of belonging. The mentorship experience could potentially enhance the student experience as well as aid the academic institution in retention and resource maximization. The focus of this research was on the academic mentoring by peers and is worth further exploration and possible wide-scale integration within nursing education.

Download Full-text

Stressors, Academic Performance, and Learned Resourcefulness in Baccalaureate Nursing Students

International Journal of Nursing Education Scholarship ◽

10.2202/1548-923x.2114 ◽

2011 ◽

Vol 8 (1) ◽

Cited By ~ 50

Author(s):

Anne-Marie Goff

Keyword(s):

Academic Performance ◽

Nursing Students ◽

Baccalaureate Nursing ◽

Life Stress ◽

High Stress ◽

Academic Persistence ◽

Baccalaureate Nursing Students ◽

Self Control ◽

Learned Resourcefulness ◽

Self Confidence

High stress levels in nursing students may affect memory, concentration, and problem-solving ability, and may lead to decreased learning, coping, academic performance, and retention. College students with higher levels of learned resourcefulness develop greater self-confidence, motivation, and academic persistence, and are less likely to become anxious, depressed, and frustrated, but no studies specifically involve nursing students. This explanatory correlational study used Gadzella’s Student-life Stress Inventory (SSI) and Rosenbaum’s Self Control Scale (SCS) to explore learned resourcefulness, stressors, and academic performance in 53 baccalaureate nursing students. High levels of personal and academic stressors were evident, but not significant predictors of academic performance (p = .90). Age was a significant predictor of academic performance (p = < .01) and males and African-American/Black participants had higher learned resourcefulness scores than females and Caucasians. Studies in larger, more diverse samples are necessary to validate these findings.

Download Full-text

Effectiveness of social skill training on social skills among first year Baccalaureate Nursing students

International Journal of Advanced Multidisciplinary Research ◽

10.22192/ijamr.2016.03.10.008 ◽

2016 ◽

Vol 3 (10) ◽

pp. 78-81 ◽

Cited By ~ 1

Author(s):

J. Anitha ◽

◽

Dr. C.Susila ◽

Keyword(s):

Social Skills ◽

Nursing Students ◽

Baccalaureate Nursing ◽

Social Skill ◽

Skill Training ◽

Baccalaureate Nursing Students ◽

Social Skill Training ◽

First Year

Download Full-text

Self-Directed Learning versus Problem-Based Learning in Korean Nurse Education: A Quasi-Experimental Study

Healthcare ◽

10.3390/healthcare9121763 ◽

2021 ◽

Vol 9 (12) ◽

pp. 1763

Author(s):

Jaehee Jeon ◽

Sihyun Park

Keyword(s):

Experimental Study ◽

Academic Performance ◽

Nursing Students ◽

Problem Based Learning ◽

Nurse Education ◽

Learning Motivation ◽

Learning Ability ◽

Self Directed Learning ◽

Quasi Experimental ◽

Directed Learning

Effective teaching methods are vital for cultivating advanced professional skills in nurses and equipping them with the necessary training. Problem-based learning (PBL) and self-directed learning (SDL) have been consistently used in nurse education. Therefore, their effects on nursing students’ academic performance warrant comparison. This study compared the effects of PBL and SDL on an adult nursing university curriculum. Participants in this quasi-experimental study with a pre-post non-equivalent control group design were 106 third-year nursing students divided into the PBL and SDL groups. Data collection, conducted from April to June 2019, included a pre-test before an eight-week intervention, followed by a post-test. Changes in the scores of each group were analyzed for learning motivation, self-directed learning ability, self-efficacy, learning confidence, learning satisfaction, and academic performance using paired and independent t-tests. The PBL group scored higher on learning motivation, self-directed learning ability, and academic performance than the SDL group. Based on these results, the PBL method was more effective than the SDL method in an adult nursing curriculum. To maximize the learning effect in adult nursing education, it is necessary to apply SDL education, including the PBL method, with a clearer learning process.

Download Full-text