A framework for understanding student nurses’ experience of chemistry as part of a health science course

2018 ◽  
Vol 19 (2) ◽  
pp. 597-616 ◽  
Author(s):  
Kerrie Boddey ◽  
Kevin de Berg
Keyword(s):  
Academic Performance ◽  
Social Interaction ◽  
Nursing Students ◽  
Focus Groups ◽  
Goal Orientation ◽  
Student Nurses ◽  
Working Hours ◽  
Health Science ◽  
First Year ◽  
Total Cohort

Twenty-seven first-year nursing students, divided across six focus groups formed on the basis of their past chemistry experience, were interviewed about their chemistry experience as a component of a Health Science unit. Information related to learning and academic performance was able to be established from student conversations resulting in three themes (and associated categories): Connectivity (curriculum, application, and social interaction); Reductivity (nature of chemistry, exposition, and control of learning); and Reflexivity (confidence, anxiety, and goal orientation). The framework proved useful in portraying relationships between themes for conversations related to tutorial sessions, prior knowledge, and chemistry in nursing. The focus groups were representative of the total cohort of students in terms of gender, age, working hours, academic performance, enjoyment level of chemistry, and the extent of the relevance of chemistry to nursing. Implications for chemistry educators, especially those supporting novices, are considered.

scholarly journals Performance in grade 12 mathematics and science predicts student nurses’ performance in first year science modules at a university in the Western Cape

Curationis ◽  
2017 ◽  
Vol 40 (1) ◽  
Author(s):  
Katlego D.T. Mthimunye ◽  
Felicity M. Daniels
Keyword(s):  
South Africa ◽  
Academic Performance ◽  
Predictive Validity ◽  
Life Science ◽  
Student Nurses ◽  
First Year ◽  
Western Cape ◽  
Cross Sectional ◽  
Mathematics And Science ◽  
First Year Student

Background: The demand for highly qualified and skilled nurses is increasing in South Africa as well as around the world. Having a background in science can create a significant advantage for students wishing to enrol for an undergraduate nursing qualification because nursing as profession is grounded in scientific evidence.Aim: The aim of this study was to investigate the predictive validity of grade 12 mathematics and science on the academic performance of first year student nurses in science modules.Method: A quantitative research method using a cross-sectional predictive design was employed in this study. The participants included first year Bachelor of Nursing students enrolled at a university in the Western Cape, South Africa. Descriptive and inferential statistics were performed to analyse the data by using the IBM Statistical Package for Social Sciences versions 24. Descriptive analysis of all variables was performed as well as the Spearman’s rank correlation test to describe the relationship among the study variables. Standard multiple linear regressions analysis was performed to determine the predictive validity of grade 12 mathematics and science on the academic performance of first year student nurses in science modules.Results: The results of this study showed that grade 12 physical science is not a significant predictor (p > 0.062) of performance in first year science modules. The multiple linear regression revealed that grade 12 mathematics and life science grades explained 37.1% to 38.1% (R2 = 0.381 and adj R2 = 0.371) of the variation in the first year science grade distributions.Conclusion: Based on the results of the study it is evident that performance in grade 12 mathematics (β = 2.997) and life science (β = 3.175) subjects is a significant predictor (p < 0.001) of the performance in first year science modules for student nurses at the university identified for this study.

scholarly journals Diaries of Nursing Students during the COVID-19 Pandemic: A Qualitative Descriptive Study

2021 ◽  
Vol 18 (16) ◽  
pp. 8556
Author(s):  
Serpil Türkleş ◽  
Münevver Boğahan ◽  
Hilal Altundal ◽  
Zeliha Yaman ◽  
Mualla Yılmaz
Keyword(s):  
Nursing Students ◽  
Student Nurses ◽  
Descriptive Study ◽  
First Year ◽  
Coping Methods ◽  
The Face ◽  
Qualitative Descriptive ◽  
Negative Coping ◽  
Fear And Anxiety ◽  
In The Beginning

Little is known about the experiences of nursing students during the pandemic process. This research was conducted to determine the feelings, thoughts, and experiences of nursing students during the COVID-19 pandemic process. This qualitative study was conducted with 47 first-year nursing students of a faculty that experienced the COVID-19 pandemic between 3–30 April 2020. Student nurses stated that they felt fear and anxiety; they liked this situation in the beginning due to the constraints during the pandemic process, but due to the prolongation of this process, they experienced boredom due to monotonous extraordinary days of doing the same things every day and realized that every moment before the pandemic was very valuable. In addition, the students stated that rich and poor are equal in the face of the virus and that all humanity has learned solidarity by leaving wars, fights, and superiority efforts. In this process, it was found that nursing students have negative coping methods, such as not being able to manage time well due to constraints at home and spending too much time on the phone, internet, and computer. In this context, empowering nursing students to cope with challenging emotions and thoughts starting from their educational life will contribute to the development of both students and the profession.

Sense of coherence, self-regulated learning and academic performance in first year nursing students: A cluster analysis approach

2016 ◽  
Vol 17 ◽  
pp. 208-213 ◽  
Author(s):  
Yenna Salamonson ◽  
Lucie M. Ramjan ◽  
Simon van den Nieuwenhuizen ◽  
Lauren Metcalfe ◽  
Sungwon Chang ◽  
...  
Keyword(s):  
Cluster Analysis ◽  
Academic Performance ◽  
Nursing Students ◽  
Sense Of Coherence ◽  
Analysis Approach ◽  
First Year ◽  
Self Regulated Learning ◽  
Regulated Learning

Evaluation of a peer mentoring program for a mature cohort of first-year undergraduate paramedic students

2013 ◽  
Vol 37 (1) ◽  
pp. 80-84 ◽  
Author(s):  
Deanne H. Hryciw ◽  
Kathy Tangalakis ◽  
Briony Supple ◽  
Gill Best
Keyword(s):  
Academic Performance ◽  
Maximum Size ◽  
Health Science ◽  
First Year ◽  
Mentoring Program ◽  
Mentor Training ◽  
Student Transition ◽  
Individual Interviews ◽  
Study Session ◽  
Pass Program

The purpose of this study was to evaluate the effectiveness of a peer-assisted study session (PASS) program for a large class of Bachelor of Health Science (Paramedic) students. This cohort was made up predominantly of mature aged students who have not undertaken any study for many years. Within a bioscience first-year core subject, student mentees attended PASS sessions on a voluntary basis, with second-year Bachelor of Health Science (Paramedic) students acting as mentors. Mentors were recruited based on their outstanding academic performance in bioscience the previous year and selected based on group and individual interviews. Successful candidates participated in a compulsory 2 days of student mentor training and were supported throughout the program to develop their mentoring skills in both face-to-face workshops and online. Mentee students were allocated to a PASS session with a maximum size of 25 students/group that was facilitated by 2 student mentors. In general, the program was viewed favorably by both mentors and mentees. There was an increase in academic performance and a decrease in the fail rate of the mentee group compared with the cohort of students that did not participate in the PASS program. Importantly, mentees believed that the program improved their study skills and gave them confidence in their approach to studying. This is a significant consideration for the improvement of student transition and retention in a mature aged student cohort.

scholarly journals The creation of a confidence scale: the confidence in managing challenging situations scale

2021 ◽  
pp. 174498712097927
Author(s):  
Pauline Walsh ◽  
Patricia Owen ◽  
Nageen Mustafa
Keyword(s):  
Nursing Students ◽  
Focus Groups ◽  
Scale Validation ◽  
Student Nurses ◽  
Psychological Constructs ◽  
Self Confidence ◽  
Healthcare Settings ◽  
Level Of Confidence ◽  
Good Internal Consistency ◽  
Confidence Scale

Background Self-confidence and self-efficacy are vital psychological constructs that can affect a student’s performance. Aims To measure the level of confidence in nursing students in managing challenging situations in clinical practice settings. Methods In order to develop the scale three focus groups were conducted: with registered nurses, third year student nurses and service users. Focus group frameworks included: challenging behaviours, managing challenging situations and preparing students to manage challenging situations. Themes in relation to challenging situations that emerged from the focus groups, in conjunction with Nursing and Midwifery Council standards and expert discussions were used to create the confidence scale. The Confidence in Managing Challenging Situations Scale consists of two parts with 21 items in total. Both parts were measured by way of a five-point Likert scale. The scale was utilised to determine the level of confidence of students both pre and post a teaching intervention. Results The confidence in managing challenging situations scale had good internal consistency, with a Cronbach’s alpha coefficient reported of 0.86. Exploratory factor analysis was used to support the scale validation process. Conclusions The Confidence in Managing Challenging Situations Scale is a successful measure of confidence for nursing students in healthcare settings. It can be applied in alternative healthcare settings for the identification of confidence levels in those student nurses learning in care settings.

scholarly journals Revitalizing Broken Dreams: First Year Female Student Nurses’ Perceptions Regarding Their Decision to Join Nursing as a Career

2019 ◽  
Keyword(s):  
Nursing Students ◽  
Nurse Practitioners ◽  
Nursing Student ◽  
Group Discussion ◽  
Student Nurses ◽  
First Year ◽  
Main Theme ◽  
Social Image ◽  
Qualitative Descriptive ◽  
Nurses Perceptions

Background: Nursing is a dynamic profession. On the other hand, due to its poor social image, it is not regarded as a first career choice. Nurses’ poor social image converts into a big challenge as the country is facing chronic nurses’ shortage and retention issues. Both problems warrant devising policies to increase students’ enrollment in nursing programs. Therefore, it is very necessary to explore nursing students’ perceptions regarding their decision to choose nursing as a career. Methodology: A qualitative descriptive study was employed which included a convenience sampling and a focus group discussion method to collect the data. Data were analyzed through thematic content analysis procedure. Two group discussions were arranged with 08 participants in each group. All the participants (16) were freshly enrolled in the first year (04-year) Bachelors' of Science in Nursing (session: 2018-19) at a Nursing Institute located in a female Medical University of Sindh Province. Results: One main theme ‘nursing as an opportunity to fulfill broken dreams’ and four supporting themes as ‘broken dreams; nursing as a way to continue your education; feeling as a nursing student and nursing as my destiny’ were unearthed. Conclusion: Student nurses are demotivated because their first dream remained unfulfilled. It is their confidence in themselves and curiosity to continue their education (that they stood up and decided to join nursing) to revitalize their broken dreams. A big opportunity falls on the shoulders of the Institute specially and teaching faculty, in general, to continuously support student nurses as they reenergize themselves to grow as professional and ethical nurse practitioners in the coming days.

scholarly journals Pharmacy, nursing, and physician assistant studies student self-report and perceptions regarding classroom etiquette

2021 ◽  
pp. 194-202
Author(s):  
Eytan A. Klausner ◽  
Kandi D. Pitchford ◽  
James L. Schmidhammer ◽  
Billie R. Phillips
Keyword(s):  
Academic Performance ◽  
Nursing Students ◽  
Physician Assistant ◽  
Cell Phones ◽  
Electronic Devices ◽  
Self Report ◽  
First Year ◽  
Lecture Material ◽  
Academic Settings ◽  
Tablet Device

Introduction: The study aimed to investigate pharmacy, physician assistant studies, and nursing students’ self-report regarding their classroom etiquette and perceptions regarding classroom etiquette. Methods: A survey regarding classroom etiquette was administered to first year pharmacy, physician assistant studies, and nursing students. Statistical analysis was performed to determine differences among various student behaviours and perceptions, and among students of the three academic programmes. Results: Most students (>84%) indicated that arriving late to class, leaving the classroom during lecture without returning, initiating a conversation with a peer during lecture, and conducting non-class-related activities with electronic devices during lecture are unprofessional. Students self-reported that tardiness and leaving and returning to the classroom during lecture are not rare. Most students (52%) indicated that it is acceptable to have a conversation with a peer while the professor is teaching if the conversation is directly related to the lecture material. Some students (27%) indicated that the non-class-related activities that they conduct during lecture using their laptop or tablet device affected their academic performance. More students reported their academic performance is adversely affected by non-academic use of laptop or tablet device compared to the use of cell phones. Conclusion: This study suggests there are opportunities to improve student classroom etiquette in various academic settings. Moreover, it may bring a greater awareness to the issue of classroom etiquette, and thereby encourage faculty and administration to evaluate, and/or better enforce policies related to classroom etiquette.

scholarly journals Student Nurses' Perception about Nursing Profession: A Comparative Approach

2021 ◽  
Vol 6 (3) ◽  
pp. 149-153
Author(s):  
Anil Kumar ◽  
Sumandeep Kaur ◽  
Harjeet Singh
Keyword(s):  
Nursing Students ◽  
Undergraduate Students ◽  
Student Nurses ◽  
Sampling Technique ◽  
Nursing Profession ◽  
Comparative Approach ◽  
First Year ◽  
Private Institutions ◽  
Public And Private ◽  
Online Mode

Background: Perception is a belief or opinion of people to interpret things. Perception plays a key role in molding the shape of an individual as a person and as a professional. As perception affects the working capacity of nurses, it is imperative to know about the current trends of perceived image of profession among future professionals. Methods: A quantitative comparative study was conducted involving 200 student nurses in order to assess and compare the perceived image of the nursing profession among freshers (B.Sc. nursing first year students) and outgoing batches (B.Sc. Nursing final year students), using convenient sampling technique. The study was conducted in both selected public and private institutions located within the Faridkot district of Punjab state. A five-point self- structured Likert scale was used to collect data from study subjects. Data was collected using the online mode via google forms after written informed consent from participants. Results: Perceived image of nursing profession was significantly more positive (p= 0.026) among freshers when compared with final year students. A highly significant association (p=0.000) was found in the perceived image of the nursing profession with the type of institution. Student nurses from private institutions had significantly higher positive perception about the profession. Most of the final year students felt that nurses don’t get due respect in the society. Conclusion: It is concluded that first year nursing students were more positive and enthusiastic about the nursing profession as compared to the outgoing batches. Students from government institutions had a drastically less favorable perceived image of the nursing profession in comparison to those studying in private institutions. Keywords: Nursing Profession, Perception, Undergraduate students, Freshers.

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