Commentary on Fernandez R, Salamonson Y and Griffiths R (2012) Emotional intelligence as a predictor of academic performance in first-year accelerated graduate entry nursing students. Journal of Clinical Nursing 21, 3485-3492

2014 ◽  
Vol 23 (17-18) ◽  
pp. 2687-2688
Author(s):  
Lesley Gratrix
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
Nursing Students ◽  
First Year ◽  
Graduate Entry ◽  
Clinical Nursing

The Charles Darwin University vHospital®

2012 ◽  
pp. 219-241
Author(s):  
Gylo (Julie) Hercelinskyj ◽  
Beryl McEwan
Keyword(s):  
Nursing Students ◽  
Professional Identity ◽  
Charles Darwin ◽  
Nursing Program ◽  
Future Research ◽  
First Year ◽  
Learning Space ◽  
Innovative Teaching ◽  
Undergraduate Nursing ◽  
Clinical Nursing

This chapter presents an overview of an innovative teaching approach in an undergraduate nursing degree at Charles Darwin University (CDU). The authors describe the development and initial integration into the first year clinical nursing subject of a virtual learning space using a case-based approach to address some of the issues associated with an externalised Bachelor of Nursing program. In addition, the use of the CDU vHospital® in supporting early role socialisation into nursing and professional identity of first year nursing students will be explored. The findings and outcomes of formal and informal evaluations of the resource are also presented. Lastly, the authors identify recommendations for future development and areas for potential future research.

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

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.

Graduate-Entry Non-Nursing Students: Is Emotional Intelligence the Difference?

2015 ◽  
Vol 36 (1) ◽  
pp. 46-47 ◽  
Author(s):  
Estelle E. Codier ◽  
Nancy A. Kofoed ◽  
Judith M. Peters
Keyword(s):  
Emotional Intelligence ◽  
Nursing Students ◽  
Graduate Entry ◽  
The Difference

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 Emotional Intelligence Spiritual Intelligence and Academic Performance in first year and final year medical students

2020 ◽  
Author(s):  
Iqra Munawar
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
Medical Students ◽  
Medical Profession ◽  
Spiritual Intelligence ◽  
Self Report ◽  
First Year ◽  
First Year Students ◽  
Significant Difference ◽  
Age Range

<p>The current study was conducted to check the relationship between emotional intelligence, spiritual intelligence and academic performance in first year and final year medical students from the same college was assessed for relationship due to engagement in medical profession. The sample was consisted of (N=200), male (n=100), female (n=100) from Faisalabad Medical University, Faisalabad, Pakistan. Sample age range was 18 to 26 years. Sample from both classes was inducted with odd-even randomization oblique roll numbers. Following tests were administered Demographic sheet (for academic performance) Emotional Intelligence Scale (Schutte,Malouff & Bhullar, 2009) and Spiritual Intelligence Self-report Inventory (King, 2008) to find out the spiritual intelligence, and academic performance among both the groups to check relationship because of education level difference impact and supposed relationship between the variables. Data were analyzed through SPSS. The results showed significant difference between the groups on EI, SI and relationship with AP. No gender differences were reported in AP, however, found in EI and SI. Results also showed that first year students have higher levels of EI, SI and influence on AP. Regression analysis showed that EI was positive predictor of AP whereas SI has the insignificant relationship with the academic performance. This research can be helpful for teachers, doctors and for the researchers to enhance the EI and SI in medical students.</p>

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