Promoting social and academic integration into higher education by first‐year student nurses: the APPL project

2011 ◽  
Vol 35 (1) ◽  
pp. 107-130 ◽  
Author(s):  
Sue Fergy ◽  
Di Marks‐Maran ◽  
Ann Ooms ◽  
Jean Shapcott ◽  
Linda Burke
Keyword(s):  
Higher Education ◽  
Academic Integration ◽  
Student Nurses ◽  
First Year ◽  
Social And Academic Integration ◽  
First Year Student

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 The Value of Peer Learning for First-year Postgraduate University Students’ Social and Academic Integration

2016 ◽  
Vol 228 ◽  
pp. 299-304 ◽  
Author(s):  
Emmeline Byl ◽  
Katrien Struyven ◽  
Pieter Meurs ◽  
Abelshausen Bieke ◽  
Vanwing Tom ◽  
...  
Keyword(s):  
University Students ◽  
Academic Integration ◽  
Peer Learning ◽  
First Year ◽  
Social And Academic Integration

scholarly journals Health Seeking Behaviour by Cape-Townians: A mini-research by first year student nurses at a College for Nursing in Cape Town

Curationis ◽  
1996 ◽  
Vol 19 (4) ◽  
Author(s):  
S. Haegert
Keyword(s):  
South African ◽  
Cape Town ◽  
Student Nurses ◽  
Student Nurse ◽  
First Year ◽  
Health Seeking Behaviour ◽  
Health Seeking ◽  
South Africans ◽  
First Year Student

The author was asked by a student nurse to use South African examples when teaching, as the textbooks were either American or English, and they wanted sociology that applied to their own environment. In the next year of teaching the prescribed objectives concerning "Health Seeking Behaviour", it was suggested that the students question the populace, and find out for themselves how South Africans behaved when they thought they were ill. By doing this it was hoped that it would also give deeper insights into the meaning people attributed to illness/sickness.

scholarly journals Determinants of First-Year Student Identity and Satisfaction in Higher Education: A Quantitative Case Study

SAGE Open ◽  
2019 ◽  
Vol 9 (2) ◽  
pp. 215824401984668
Author(s):  
Chin-Siang Ang ◽  
Kam-Fong Lee ◽  
Genevieve F. Dipolog-Ubanan
Keyword(s):  
Higher Education ◽  
First Year ◽  
Student Identity ◽  
Quantitative Case Study ◽  
First Year Student

Character Strengths and First-Year College Students’ Academic Persistence Attitudes: An Integrative Model

2018 ◽  
Vol 46 (5) ◽  
pp. 608-631 ◽  
Author(s):  
Brandon R. Browning ◽  
Ryon C. McDermott ◽  
Marjorie E. Scaffa ◽  
Nathan R. Booth ◽  
Nicole T. Carr
Keyword(s):  
Higher Education ◽  
College Students ◽  
Undergraduate Students ◽  
Academic Integration ◽  
Student Persistence ◽  
Structural Equation ◽  
Character Strengths ◽  
Integrative Model ◽  
Institutional Commitment ◽  
First Year

Higher education scholars produce the majority of research on student persistence. However, counseling psychologists may be uniquely situated to help students persist toward graduation by enhancing strengths. The present study integrated counseling and higher education models to examine college students’ character strengths (i.e., hope and gratitude) as predictors of student persistence variables (i.e., academic integration and institutional commitment). Drawing on higher education theories of persistence, we examined the mediating effects of academic integration on the associations between character strengths and institutional commitment among first-year undergraduate students ( N = 653). Controlling for social support, greater academic integration mediated the associations between character strengths and institutional commitment in a structural equation model. Consistent with higher education theories emphasizing academic integration as a precursor to institutional commitment, character strengths may be important for understanding academic integration and persistence. Implications for prevention and the integration of counseling psychology and higher education perspectives are discussed.

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