Educational environment and approaches to learning of undergraduate nursing students in an Indonesian School of Nursing

2014 ◽  
Vol 14 (6) ◽  
pp. 729-733 ◽  
Author(s):  
Erna Rochmawati ◽  
Gandes Retno Rahayu ◽  
Amitya Kumara
Keyword(s):  
Nursing Students ◽  
Approaches To Learning ◽  
Educational Environment ◽  
Undergraduate Nursing Students ◽  
School Of Nursing ◽  
Undergraduate Nursing

scholarly journals Student nurses’ perceptions of their educational environment at a school of nursing in Western Cape province, South Africa: A cross-sectional study

Curationis ◽  
2019 ◽  
Vol 42 (1) ◽  
Author(s):  
Katlego D.T. Mthimunye ◽  
Felicity M. Daniels
Keyword(s):  
South Africa ◽  
Nursing Students ◽  
Learning Strategies ◽  
Educational Environment ◽  
Western Cape ◽  
Western Cape Province ◽  
Cross Sectional ◽  
Undergraduate Nursing Students ◽  
School Of Nursing ◽  
Undergraduate Nursing

Background: Educational environments have been found to bear a substantial relationship with the academic performance and success, as well as the retention, of students.Objectives: The study objectives were to (1) evaluate the educational environment as perceived by undergraduate nursing students at a school of nursing (SON) in Western Cape province and (2) investigate whether the educational environment, or components thereof, is perceived negatively or positively among undergraduate nursing students of different year level, gender, home language and ethnicity.Method: A quantitative research method with a cross-sectional design was implemented. Data were collected from 232 undergraduate nursing students from a SON at a university in Western Cape province, South Africa. The subscales and the items of the educational environment questionnaire were compared among undergraduate nursing students. Data were analysed by means of the IBM Statistical Package for Social Sciences (IBM SPSS-24) using analysis of variances (ANOVAs), independent-sample t-tests, mean scores, standard deviations and percentages.Results: The mean score attained for the entire participant group was 195 (standard deviation [SD] = 24.2) out of 268 (equivalent to 72.8% of maximum score), which indicated that the educational environment was perceived substantially more positively than negatively. The overall mean score was significantly higher (p < 0.05) for male students (M = 202; SD = 21) and for black students (M = 202; SD = 21). The digital resources (DR) subscale was the only subscale with a statement or item that was rated as absolute negative (M = 1.9; SD = 0.9).Conclusion: The educational environment at the institution concerned was perceived as predominantly positive by its undergraduate nursing students. Although the educational environment was predominantly perceived as positive, the results of this study also indicated that enhancements are required to improve the physical classroom conditions, skills laboratories, DR and the implemented teaching and learning strategies. It is vital for university management to prioritise the creation of an educational environment which would ensure that quality learning takes place.

Retention of mathematics and drug dosage calculation knowledge among undergraduate nursing students of a private school of nursing in Pakistan

2021 ◽  
pp. 1-6
Author(s):  
Nishat Tabassum ◽  
Hussain Maqbool Ahmed Khuwaja
Keyword(s):  
Nursing Students ◽  
Private School ◽  
Dose Calculation ◽  
Drug Dosage ◽  
Undergraduate Nursing Students ◽  
School Of Nursing ◽  
Dosage Calculation ◽  
Undergraduate Nursing ◽  
Calculation Skills ◽  
Drug Dosage Calculation

Abstract This study aims to assess retention of drug dose calculation knowledge of undergraduate nursing students studying at a private school of nursing. This is a pre and post comparison design conducted at Aga Khan University, Pakistan from August, 2017 to September, 2019. All students enrolled in Bachelor of Science in Nursing (BScN) - Class of 2019 were enrolled. Mean test scores of 141 fourth year BScN students were compared with their own performance in second year. Mean scores on mathematics and drug dosage calculation test decreased significantly from 21 in 2nd year of studies to 17.97 in final year of studies. Modifications in assessments as well as curriculum are suggested to improve retention of dose calculation skills among undergraduate nursing students. Keywords: Nursing Education, Drug Calculation, Continuous...

Assessing knowledge of genomic concepts among Canadian nursing students and faculty

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Sarah Dewell ◽  
Karen Benzies ◽  
Carla Ginn ◽  
Cydnee Seneviratne
Keyword(s):  
Health Care ◽  
Nursing Students ◽  
Concept Inventory ◽  
Western Canada ◽  
Undergraduate Nursing Students ◽  
School Of Nursing ◽  
Undergraduate Nursing ◽  
Concept Inventories ◽  
Nursing Organizations ◽  
Genomic Literacy

Abstract Objectives Contemporary nurses require genomic literacy to engage in genomics-informed health care. Little is known about the genomic literacy of undergraduate nursing students and faculty in many countries. Concept inventories can be used to assess levels of knowledge and inform curriculum development. Methods The 31-item Genomic Nursing Concept Inventory (GNCI) was administered to undergraduate nursing students (n=207) and faculty (n=13) in a school of nursing with two sites in western Canada. Results Scores on the GNCI were low and comparable to those of US students and faculty. Six student characteristics were associated with total score on the GNCI. Conclusions Both students and faculty need to increase their knowledge of genomics. Mandates from national nursing organizations and international collaboration are needed to develop and implement foundational genomics content for undergraduate curricula to enable graduates to engage in genomics-informed health care.

Learning from Experience: Three Community Health Population-Based Outreach Projects for Graduate and Undergraduate Students

2005 ◽  
Vol 2 (1) ◽  
Author(s):  
Marion Isaacs D'Lugoff ◽  
Jeanne McCarter
Keyword(s):  
Nursing Students ◽  
Community Health ◽  
Undergraduate Students ◽  
Preventive Health Care ◽  
Population Based ◽  
Learning From Experience ◽  
Undergraduate Nursing Students ◽  
Health Curriculum ◽  
School Of Nursing ◽  
Undergraduate Nursing

Three outreach activities by a school of nursing, in partnership with community agencies, provided learning experiences in primary and secondary preventive health care for graduate and undergraduate nursing students while addressing health needs in the community. The activities included administration of immunizations to a newly arrived Somali Bantu refugee population, targeted screening of an African-American population at risk for diabetic retinopathy, and general health screening for an underserved Hispanic immigrant population. These activities lend insight and depth to a community health curriculum by allowing students to provide needed services while engaging with culturally diverse clients of varying socioeconomic status. Learner objectives, resources, processes and outcomes are provided for each example.

Nursing students' feedback from the comprehensive clinical competency exam at the end of the undergraduate course in 2019: A cross-sectional study

2021 ◽  
Author(s):  
Tahereh Yaghoubi ◽  
Fereshteh Araghian Mojarad ◽  
Mohammad Ali Heidari Gorji ◽  
Ali Hesamzadeh ◽  
Fatemeh Talebian
Keyword(s):  
Nursing Students ◽  
Evaluation Method ◽  
Successful Outcome ◽  
Clinical Competency ◽  
Cross Sectional ◽  
Undergraduate Nursing Students ◽  
School Of Nursing ◽  
Undergraduate Nursing ◽  
Wide Range ◽  
Valuable Method

Introduction: Objective Structured Clinical Examination (OSCE) is a valuable method in clinical evaluation of nursing students.  The OSCE was first held in Nasibeh School of Nursing and Midwifery. The successful outcome of this exam encouraged other Nursing school to use the OSCE in evaluating the nursing studentschr('39') clinical competency before their completion of undergraduate course. The aim of this study was to investigate the feedback of fourth year nursing studentschr('39') feedback about OSCE as an assessment tool for their clinical competence and skills. Material and Methods: This study has a cross sectional descriptive design. All of the 36 undergraduate nursing students in the eighth semester who attended the OSCE Exam at the Nasibeh School of Nursing and Midwifery affiliated to Mazandaran University of Medical Sciences participated in this study. The questionnaire was designed and developed by the researchers.  The questionnaire assesses nursing studentschr('39') viewpoints of the OSCE characteristics.    Results: The results of this study show that OSCE has been accepted by the most of the undergraduate nursing students as an evaluation method for their clinical competency.  For most students OSCE was reliable, covered a wide range of discipline and fair aspects. Having the OSCE was a positive practical experience for most students. However, several students felt that OSCE was not hold properly. Conclusion: The feedback received regarding this evaluation method provides evidence that OSCE is a valuable method for evaluating undergraduate nursing studentschr('39') competency. Such feedback is considered helpful for further development of OSCE.

scholarly journals Peer tutoring in nursing: Quantitative evaluation of a formalized undergraduate tutoring program

2019 ◽  
Vol 10 (2) ◽  
pp. 55
Author(s):  
Kari Sand-Jecklin ◽  
Stacy Huber
Keyword(s):  
Academic Success ◽  
Nursing Students ◽  
Peer Tutoring ◽  
At Risk Students ◽  
Evaluation Process ◽  
Program Improvement ◽  
Undergraduate Nursing Students ◽  
School Of Nursing ◽  
Undergraduate Nursing ◽  
Tutoring Program

Background and objective: Based on the limited literature, a formalized peer tutoring program was developed at the study institution’s School of Nursing to promote the success of academically at-risk students.  The evaluation process was designed to guide program improvement as well as to contribute to the available literature related to peer tutoring in programs of nursing. The purpose of this study was to formally evaluate a newly developed formalized peer tutoring program for undergraduate nursing students, to inform other undergraduate nursing programs considering implementing a peer tutoring program.Methods: The peer tutoring program was evaluated using parallel post-experience surveys for tutors and tutees. Participants also completed a Learning and Studying Strategies Questionnaire, to determine if strategy use differed between the two groups.Results: There were no statistically significant differences in learning/studying strategies used by tutors and tutees, with both being predominantly superficial strategies. Tutors and tutees evaluated the tutoring program overwhelmingly positively. A few students did make suggestions for improvements in the payment system and suggested making tutoring more widely available.Conclusions: The formalized peer tutoring program is a valuable asset in promoting the academic success of undergraduate nursing students.  Minor changes to the program have been made according to student suggestions.

Learning Style Preferences of Undergraduate Nursing Students: A Systematic Review

2019 ◽  
Vol 21 (1) ◽  
Author(s):  
Tonderai Washington Shumba ◽  
Scholastika Ndatinda Iipinge
Keyword(s):  
Systematic Review ◽  
Academic Performance ◽  
Academic Success ◽  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Nursing Students ◽  
Learning Style Preferences ◽  
Undergraduate Nursing ◽  
Style Preferences

This study sought to synthesise evidence from published literature on the various learning style preferences of undergraduate nursing students and to determine the extent they can play in promoting academic success in nursing education of Namibia. A comprehensive literature search was conducted on electronic databases as a part of the systematic review. Although, kinaesthetic, visual and auditory learning styles were found to be the most dominant learning style preferences, most studies (nine) indicated that undergraduate nursing students have varied learning styles. Studies investigating associations of certain demographic variables with the learning preferences indicated no significant association. On the other hand, three studies investigating association between learning styles and academic performance found a significant association. Three studies concluded that indeed learning styles change over time and with academic levels. The more nurse educators in Namibia are aware of their learning styles and those of their students, the greater the potential for increased academic performance.

Sign in / Sign up

Export Citation Format

Share Document