Building First Semester Nursing Student Confidence for Test Taking: A STARS Pilot Project

2016 ◽  
Vol 11 (4) ◽  
pp. 175-178
Author(s):  
Pearlie Miller ◽  
Jeffery Wade Forehand ◽  
Marilyn McBride
Keyword(s):  
Nursing Student ◽  
Pilot Project ◽  
First Semester ◽  
Test Taking ◽  
Student Confidence

Constructivist Philosophy and Nursing Student Medication Calculations

2013 ◽  
Vol 27 (2) ◽  
pp. 88-94
Author(s):  
Sarah E. Newton ◽  
Margaret Harris ◽  
Laura Pittiglio
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Strategies ◽  
Nursing Student ◽  
Nursing Program ◽  
Learning Approach ◽  
First Semester ◽  
Baccalaureate Nursing Program ◽  
Medication Calculations ◽  
Teaching Learning

Prelicensure nursing students often have difficulty performing medication calculations (MCs). Faculty at one baccalaureate nursing program wanted to use nursing theory to guide the development of a teaching–learning approach related to MC’s. Finding little theory related to the topic of MCs, a constructivist-based teaching–learning approach was used instead. The purpose of the study was to assess whether nursing students who received an MC review class that used a teaching–learning approach based on constructivist philosophy had better results on an MC examination than students who received their review via traditional teaching–learning methods. The study participants consisted of two cohorts of first-semester junior-level nursing students from one university-based school of nursing in the Midwestern United States. The results indicated that students in the simulation review class had higher mean scores on an MC examination than students who received their review via more traditional means. Teaching–learning strategies related to MCs based on constructivist philosophy have the potential to improve student learning outcomes, but more research is needed before middle-range theory related to this critically important area of nursing education can be developed.

scholarly journals Virtual clinical activities: Lessons learned with first semester nursing students

2020 ◽  
Vol 11 (3) ◽  
pp. 41
Author(s):  
Krysia Warren Hudson ◽  
Sandra Marie Swoboda ◽  
Mishiko Redd ◽  
Melissa Diane Hunter ◽  
Nancy Sullivan
Keyword(s):  
Nursing Students ◽  
Clinical Experience ◽  
Clinical Training ◽  
Nursing Student ◽  
Student Nurses ◽  
Lessons Learned ◽  
Clinical Experiences ◽  
First Semester ◽  
Schools Of Nursing ◽  
The Impact

Background and purpose: As COVID 19 impacted schools of nursing, the impact of clinical training was immediate. Students were removed from clinical sites but clinical training was necessary to continue the education of nursing students at all levels. Select virtual clinical experiences were substituted for in person clinical experience to reinforce foundational nursing skills.Results: Implementing virtual clinical activities proved to be a challenge for schools of nursing. Finding, structuring and managing activities that foster key foundational concepts for novice student nurses is imperative.Conclusions: Management of virtual clinical activities, via a SIM Center, is key in providing foundational experiences via simulation for the novice nursing student. Substituting structured virtual clinical days, with expert clinical debriefing, can provide an adequate clinical experience.

scholarly journals Neuroscience Near-Peer-Led Flipped Classroom Improves Student Confidence With Clinical Application of Content and Test-Taking Skills

MedEdPORTAL ◽  
2021 ◽  
Vol 17 (1) ◽  
Author(s):  
William McAllister ◽  
Caitrin Curtis ◽  
Andrew Brown ◽  
Szu-Aun Lim ◽  
Kori L. Brewer
Keyword(s):  
Clinical Application ◽  
Flipped Classroom ◽  
Test Taking ◽  
Student Confidence

scholarly journals Impact of Standardized Patients on First Semester Nursing Students Self-Confidence, Satisfaction, and Communication in a Simulated Clinical Case

2020 ◽  
Vol 6 ◽  
pp. 237796082093015
Author(s):  
Kelly V. Johnson ◽  
Allison L. Scott ◽  
Lisa Franks
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Student Satisfaction ◽  
Nursing Student ◽  
Clinical Case ◽  
Standardized Patients ◽  
The United States ◽  
High Fidelity ◽  
First Semester ◽  
Self Confidence

Background Utilizing standardized patients (SPs) as a strategy to potentially improve beginning level nursing students’ confidence, satisfaction, and communication after simulated clinical cases is an innovative approach in nursing education. Aim The aim of this study was to examine to what extent an SP affected first semester nursing students’ self-confidence, satisfaction, and communication using a simulated clinical case. Methods First semester undergraduate students in a bachelors of nursing program at a large university in the South-Central region of the United States ( N =  100), were randomly assigned to one of the two groups. Each group was assigned the same case using either an SP or high-fidelity manikin. Students completed postsurveys immediately following completion of the simulation. Student’s self-confidence, satisfaction, and communication were measured using the National League for Nursing Student Satisfaction and Self-Confidence in Learning for Nursing Education Research and an SP/Faculty Communication Checklist. Results An independent sample t test comparing the two student groups on each of the outcome variables was conducted for each of the research questions. Students who completed the simulation with an SP, reported greater satisfaction, and improved communication. Student reflective comments were significantly more positive in the SP group. There was no statistical difference between the two groups in self-confidence. Conclusion Further research is needed to determine whether the use of SPs versus high-fidelity manikins in simulated cases results in increased self-confidence in beginning level nursing students. Student satisfaction and communication are key components for nursing student success. The impact of SPs and the effect on student outcomes could have long-term benefits for undergraduate nursing programs.

scholarly journals ASSERTIVENESS TRAINING CAN INCREASE NURSING STUDENT CONFIDENCE

2017 ◽  
Vol 2 (1) ◽  
pp. 34
Author(s):  
Dayat Trihadi ◽  
Etlidawati Silvi ◽  
Dwi Kania Murtiasih
Keyword(s):  
Nursing Student ◽  
Health Workers ◽  
Statistical Tests ◽  
Intervention Group ◽  
Sampling Technique ◽  
Health Science ◽  
Control Group ◽  
Assertiveness Training ◽  
And Control ◽  
Student Confidence

Background and purpose : Students to have the confidence to face these challenges. One of the efforts to boost confidence is with assertiveness training. This therapy is done in five sessions with the method of describing, modeling, role play, feedback, and transferring. This study aims to determine the influence of assertiveness training in increasing Nursing student confidence of Nursing Health Science in Muhammadiyah University of Purwokerto.Methods : This study uses quasi experiments method with pretest-posttest design with control group with statistical tests namely Dependent (Paired) and test Independent Samples T test. Sampling technique uses Cluster Random Sampling. Samples in this study were 41 students of S-1 nursing as the intervention group and the other 41 students as control group.Results : The results of the study showed a significant different increase statistically confidence of the students in the intervention group and control group after the intervention group is given assertiveness training ( = 0,000).Conclusion and recomendation : The conclusion of this research is assertiveness training can increase students confidence. The results of the study can be input for health workers, especially nurses to improve the ability to provide nursing actions, as a counselor, and as an educator.

scholarly journals Self-Regulated Learning Strategies and Their Effects on Math Performance of Pre-University International Students in Malaysia

2012 ◽  
Vol 3 (3) ◽  
pp. 89-97
Author(s):  
Tang Eng Loong
Keyword(s):  
International Students ◽  
Learning Strategies ◽  
Math Performance ◽  
Academic Tasks ◽  
First Semester ◽  
Self Regulated Learning ◽  
Test Taking ◽  
Significant Difference ◽  
Regulated Learning ◽  
Test Taking Strategies

The study examined any differences in self-regulated learning (SRL) strategies between two groups of international students in the Monash University Foundation Year (MUFY) program in Malaysia, in which one group of 58 international students in their first semester, and another group of 18 international students in their second and third semesters. It followed by examining the effect of the use of SRL strategies on math performance for both groups. The Learning and Study Strategies Inventory (LASSI) was used to measure the use of SRL strategies among international students, and the final score of the most manageable mathematical subject was used to measure their math performance. The result indicated that first-semester international students used as many SRL strategies as second- and thirdsemester international students, and no significant difference in math performance between the groups was found. The result also revealed that attitude towards academic tasks; motivation level and test taking strategies were positively associated with math performance of first-semester international students, while anxiety towards tests, attitude towards academic tasks and test taking strategies were positively associated with second- and third-semester international students’ math performance. Moreover, math performance of first-semester international students was significantly predicted by attitude towards academic tasks and test taking strategies, but second- and third-semester international students’ math performance was not significantly predicted by any SRL strategies.

Standardized skill pass-offs and nursing student confidence: A qualitative study

2021 ◽  
Author(s):  
Natalie L. Monson ◽  
Mykin Higbee ◽  
Candice Brunger ◽  
Allison Ensign ◽  
Raiden A. Gaul ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Nursing Student ◽  
Student Confidence

scholarly journals Which Grammatical Errors Do First-Year University Students Make and Do Those Errors Matter? A Focusing Inquiry

Teachers Work ◽  
2016 ◽  
Vol 13 (1) ◽  
pp. 22-38
Author(s):  
Michael Cop ◽  
Hunter Hatfield
Keyword(s):  
Health Professional ◽  
Health Sciences ◽  
First Year ◽  
First Year Students ◽  
First Semester ◽  
Test Taking ◽  
Grammatical Errors ◽  
The University ◽  
First Year University ◽  
Grammatical Competency

Students in Health Sciences First Year (a gateway to health professional programmes) at the University of Otago sit an English diagnostic test before they begin their first semester. This test determines which students will need extra English tuition. We initiated a focusing inquiry with the 2014-2015 data from these tests to form relevant learning outcomes for students and to discover information that might be relevant to secondary schools throughout New Zealand. Our focusing inquiry revealed that many of our first-year students could benefit from further grammatical and test-taking tuition—not only because of linguistic and test-taking deficits, but also because the data demonstrate a relationship between successful placement in health professional programmes and grammatical competency. That is, our data show that students who make an error in any of the grammatical categories that we tested are less likely to get an offer of place in the Health Sciences professional programmes at the end of their first year.

Comparing Empathy Levels in Students at the Beginning and End of a Nursing Program

2012 ◽  
Vol 16 (3) ◽  
pp. 28-33 ◽  
Author(s):  
Sherry R. Lovan, ◽  
Maribeth Wilson,
Keyword(s):  
Nursing Students ◽  
Nursing Student ◽  
The United States ◽  
Nursing Program ◽  
Nursing Educators ◽  
Undergraduate Nursing Students ◽  
First Semester ◽  
Undergraduate Nursing ◽  
Regional University ◽  
Student Version

Researchers of a mid-size regional university in the United States used a survey to compare and measure the empathy levels of first semester baccalaureate undergraduate nursing students with students at the end of the same nursing program using the Jefferson Scale of Empathy (Nursing Student Version). They found nursing students graduating at the end of their baccalaureate undergraduate nursing program do not have significantly different empathy levels when compared to nursing students at the beginning of the program. Implications for nursing educators include incorporating teaching strategies to improve nurses’ empathy.

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