Hoping to Pass: Randomized Trial of a One-Time Hope Intervention on Standardized Exam Passing Rates in BSN Students

2020 ◽  
Vol 27 (1) ◽  
pp. 9-21
Author(s):  
Monika L. Wedgeworth ◽  
Joshua C. Eyer ◽  
Alice L. March ◽  
David B. Feldman
Keyword(s):  
Academic Success ◽  
Nursing Students ◽  
Educational Interventions ◽  
Progressive Muscle Relaxation ◽  
Short Term ◽  
Grade Point ◽  
Passing Rates ◽  
Bsn Nursing Students ◽  
Hope Intervention ◽  
Bsn Students

BACKGROUND: National standardized nursing exams serve as critical measures of student readiness for practice and carry significant consequences for students and academic institutions. Educational interventions that can enhance a student’s performance increase the probability of academic success. Previous studies link hope to grade point average in college students and on standardized exam (SE) scores in nursing students, yet it is not clear if hope can be increased utilizing a one-time intervention in ways that produce lasting benefits for passing SEs. AIMS: Aim 1 tested the efficacy of a one-time hope intervention on increasing SE passing rates among BSN nursing students. Aim 2 examined the role of the interventions, selected state-mechanism variables, and trait characteristics in predicting SE passing. METHOD: This comparative-effectiveness trial utilized a randomized, controlled, multiple-cohort experimental design to compare a one-time 90-minute hope intervention to an attention-matched progressive muscle relaxation intervention on SE passing scores among BSN nursing students. RESULTS: Levels of hope briefly increased following the hope intervention. Both interventions demonstrated short-term improvement in state-level psychosocial indicators but did not affect SE scores. Among trait and mechanism factors, only academic self-efficacy was linked with passing SEs. CONCLUSIONS: This study demonstrated that a single-session hope intervention can increase short-term hope. In this sample of 292 BSN students, there was no statistically significant long-term effect on passing SEs; however, this study may lay the groundwork for future interventions investigating booster sessions, or how to modify the intervention for struggling students.

scholarly journals Using Physical Education Courses to Help Increase Well-Being of RN-BSN Nursing Students: An Exploratory Analysis of Outcomes

2020 ◽  
Vol 4 (2) ◽  
pp. 29
Author(s):  
John E. Lothes II ◽  
Debra A. Hrelic ◽  
Amy Olsen
Keyword(s):  
Nursing Students ◽  
Physical Education ◽  
Well Being ◽  
Health And Wellness ◽  
Bachelor Of Science ◽  
Health Patterns ◽  
Bsn Nursing Students ◽  
Reducing Stress ◽  
Bsn Students ◽  
Wellness Inventory

Background: Student health and wellness has been a growing concern over the years. Evidence is showing that behaviors and health patterns developed in college tend to hold through the years after graduation.Aim: To examine the pre-post wellness outcomes of nursing students taking a physical education course in an online accelerated Registered Nurse-Bachelor of Science Nursing (RN-BSN) program at a university in the Southeast region of the United States.Methods: An online course with incorporated physical activities and tutorials was designed based on the Travis Wellness Inventory to teach about 12 different dimensions of wellness. Students completed modules that addressed different aspects of wellness. Wellness was assessed using the Wellness Inventory and pre-post outcomes were examined. Results: The results found statistically significant changes between the pre and post assessments for all dimensions of wellness outcomes. There were also significant changes between the pre and post assessments when investigating differences based on gender with females improving on all 12 dimensions and males on 4.Conclusion: Introductory Physical Education (PED101) courses may be useful in improving wellness and reducing stress and turnover for RN-BSN students.

Measuring Motivation and Volition of Nursing Students in Nontraditional Learning Environments

2012 ◽  
Vol 20 (2) ◽  
pp. 90-112 ◽  
Author(s):  
Laurie Nagelsmith ◽  
Jason Bryer ◽  
Zheng Yan
Keyword(s):  
Factor Analysis ◽  
Academic Success ◽  
Nursing Students ◽  
Learning Environments ◽  
Structural Equation ◽  
Phase 1 ◽  
Sem Analysis ◽  
Equation Modeling ◽  
Grade Point ◽  
Nontraditional Learning

The purpose of this study was to identify the best fitting model to represent interrelationships between motivation, volition, and academic success for adult nursing students learning in nontraditional environments. Participants (N = 297) completed a survey that incorporated two measures: the Motivated Strategies for Learning Questionnaire (MSLQ) and the Academic Volitional Strategies Inventory (AVSI) as well as demographic information. Exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and structural equation modeling (SEM) were used for data analysis. In Phase 1, EFA resulted in factors that generally aligned with previous theoretical factors as defined by the psychometrics used. In Phase 2 of the analysis, CFA validated the use of predefined factor structures. In Phase 3, SEM analysis revealed that motivation has a larger effect on grade point average (GPA; βˆ = .28, p < .01) than volition (βˆ = .15, p < .05). The covariance between motivation and volition (r = .42, p < .01) was also found to be significant. These results suggest that there is a significant relationship among motivation, volition, and academic success for adult learners studying in nontraditional learning environments. These findings are consistent with and elaborate the relationship between motivation and volition with a population and setting underrepresented in the research.

scholarly journals Junior baccalaureate nursing students: Factors that predict success

2020 ◽  
Vol 10 (12) ◽  
pp. 1
Author(s):  
Ellen M.T. Smith
Keyword(s):  
Nursing Education ◽  
Academic Success ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Baccalaureate Nursing Students ◽  
Early College ◽  
Sat Scores ◽  
Grade Point ◽  
Baccalaureate Education ◽  
Predict Academic Success

Baccalaureate nursing education strives toward comprehensive preparation of diverse nursing students to meet current healthcare workforce demands. Identification of factors that predict academic success is imperative to meet this goal. The purpose of this study was to discover whether specific academic and noncognitive variables predicted baccalaureate nursing students’ academic success, as defined by junior-year grade point average (GPA) and persistence in nursing education. This post-facto correlational study was conducted over two semesters. Junior year nursing students (N = 150) answered the Short Grit Survey and the Noncognitive Questionnaire, and their academic records were examined for previous college grades (GPAs) and SAT scores. Demographic groups were compared using t-tests, and the data were regressed on junior-year student GPAs and persistence in the major to determine predictors of success. Several significant differences between the participant group responses were noted. Only early-college GPAs predicted junior-year success. SAT scores, grit and noncognitive factors, as well as demographic variables, did not predict academic success. These results inform baccalaureate education programs about priorities for admitting and advising students, and support the use of early-college GPAs to predict the academic success of junior-year baccalaureate nursing students.

scholarly journals The longitudinal associations between perfectionism and academic achievement across adolescence

2021 ◽  
pp. 016502542110374
Author(s):  
Shari Endleman ◽  
Heather Brittain ◽  
Tracy Vaillancourt
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Grade Point Average ◽  
Short Term ◽  
Full Spectrum ◽  
Cross Sectional ◽  
Grade Point ◽  
Socially Prescribed Perfectionism ◽  
Term Data ◽  
Time Point

The directionality and longitudinal course between perfectionism and academic achievement throughout adolescence remains unclear as most studies rely on cross-sectional or short-term data and many examine these associations in university students who do not represent the full spectrum of learners. Moreover, most studies are hampered by their reliance on student-reported grades. We rectified these issues by examining the longitudinal relation between self-reported perfectionism and teacher-rated academic achievement (grade point average) in a sample of 604 Canadian adolescents followed prospectively from Grade 7 to Grade 12. Using path analysis, results demonstrated a positive relation between academic achievement and perfectionism. In particular, academic achievement positively predicted self-oriented perfectionism (SOP) at every time point. Academic achievement also positively predicted socially prescribed perfectionism across every time point. At no time point did either form of perfectionism predict academic achievement, highlighting that perfectionism is more likely an outcome of academic achievement, rather than an antecedent. Results also demonstrated that the cross-lagged effect from academic achievement to SOP was stronger at the transition from middle school to high school compared to pathways in all subsequent years. Overall, such findings imply that adolescents who experience academic success are more likely to experience increases in levels of perfectionism, which may increase their vulnerability to stress.

scholarly journals Teaching Evidence-Based Practice To Undergraduate Nursing Students: Overcoming Obstacles

2011 ◽  
Vol 4 (1) ◽  
Author(s):  
Sharon D. Martin
Keyword(s):  
Nursing Students ◽  
Teaching Strategies ◽  
Evidence Based Practice ◽  
Future Research ◽  
Evidence Based ◽  
Undergraduate Nursing Students ◽  
Catholic College ◽  
Undergraduate Nursing ◽  
Bsn Nursing Students ◽  
Bsn Students

Evidence-based practice is highly valued in health care literature at this time. But research suggests that U.S. RNs face many obstacles when implementing evidence-based practice including a lack of value for research in practice (Pravikoff et al, 2005). Additional obstacles may exist for traditional U.S. BSN nursing students who may not value the importance of learning about evidence-based practice principles or of implementing evidence-based practice in the clinical setting. If we are to improve the use of evidence-based practice among U.S. RNs, learning and valuing the process must begin during the basic nursing educational program. This presentation outlines classroom research designed to uncover the specific obstacles to learning and implementing evidence-based practice described by traditional BSN students at a small, private, Catholic college just before they complete the final clinical internship before graduation. Several teaching strategies were designed to address the obstacles students described. A post-internship survey of the same students determined the effectiveness of the various teaching strategies. Recommendations for future research and for teaching strategies to enhance the learning and valuing of evidence-based practice among traditional U.S. BSN students are offered.

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.

scholarly journals Academic Stress and Study Habits of Health Science University Students

2021 ◽  
Author(s):  
Sukesh Shetty ◽  
Neetha Kamath ◽  
M. Nalini
Keyword(s):  
Academic Success ◽  
Nursing Students ◽  
University Students ◽  
Undergraduate Students ◽  
Sampling Technique ◽  
Academic Stress ◽  
Study Habits ◽  
Health Science ◽  
Pharmacy Students ◽  
Cross Sectional

Abstract Introduction Academic stress and study habits are crucial indicators of academic success. At the moment, faulty study habits press on the students into academic stress. The present study was conducted to identify the academic stress and study habits of university students of health science. Methods This cross-sectional descriptive survey was conducted among 150 undergraduate students of nursing, physiotherapy, and pharmacy (n = 50 in each group). A stratified random sampling technique was used to select the study participants. The information on academic stress and study habits was collected by using the Student Stress Inventory and Palsane and Sharma Study Habit Inventory, respectively. Results Mean score of academic stress was found to be 75.353 ± 16.463. Pharmacy students had a higher level of stress compared to physiotherapy and nursing students (p = 0.013). Furthermore, the prevalence of unsatisfactory study habits among undergraduate students was 72%, with a mean score of 52.7 ± 9.152. Also, nursing students had a higher level of study habits compared to physiotherapy and pharmacy Students. There was no significant relationship found between study habits and academic stress (r = −0.048, p = 0.557). There was a significant association found between study habits and gender (p = 0.021), as well the association found between stress level and course type, Pre-University Course percentage, and first-year percentage (p = 0.044, 0.04, and 0.044 respectively). Conclusion Academic stress and poor study habits are prevalent among undergraduate students. This indicates strategies need to be formed to enhance healthy study habits and alleviate the academic stress of the students, mainly in professional courses; it is an urgent need.

scholarly journals Role of nurses to improve self-care in heart failure patients: a systematic review and meta-analysis

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
A Massimi ◽  
C De Vito ◽  
M L Rega ◽  
P Villari ◽  
G Damiani
Keyword(s):  
Heart Failure ◽  
Systematic Review ◽  
Meta Analysis ◽  
Self Care ◽  
Educational Interventions ◽  
Management Skills ◽  
Short Term ◽  
Post Discharge ◽  
Individual Level ◽  
Heart Failure Patients

Abstract Introduction Heart Failure (HF) is a pandemic chronic disease with a prevalence up to 3% in the general population, representing the main cause of hospitalization for people over 65. Self-care plays a central role in the management of patients with HF, showing evidence of effectiveness in reducing re-hospitalization rates and mortality. Methods We carried out a systematic review and meta-analysis to assess the efficacy of nurse-led educational interventions Vs usual care in improving self-care skills of patients with chronic HF. The main biomedical databases were searched for Randomized Control Trials (RCTs) of nurse-led educational interventions performed on adults with a previous diagnosis of HF. Improvement of HF self-management skills (self-care level) was summarized by calculating the standardized mean difference (SMD) and 95% confidence intervals (CI) stratified for the length of the follow-up. Results Globally, 14 RCTs were included involving 2078 participants. Ten studies showed the efficacy of the interventions at 3 months (short term) with a SMD of 0.78 (95% CI 0.38-1.18) in favor of the self-care education interventions. Five studies reported on self-care abilities at 6-9 months (medium term), not showing statistically significant results (SMD 0.35, 95%CI 0.11-0.81). The long-term effect of the educational interventions showed no statistically significant improvement in self-care behaviors (three studies, SMD 0.05, 95CI% 0.12 - 0.22). Conclusions These results show that nursing educational interventions improve self-care behaviors in HF, but mainly in the short term. Intensive educational interventions led by nurses, associated with appropriate continuity and transition of care, can determine the best outcomes for patients with HF, strengthening self-care behaviors over time. This approach could have a major impact not only on individual level, but on the general reduction of complications, hospitalization, medical costs and ultimately mortality. Key messages Nurse-led educational programs have a short-term efficacy in enhancing self-care behaviors among heart failure patients. Post-discharge repeated educational interventions, along with timely and shared plans ruling the transition between the hospital and the other providers, are strongly needed.

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