scholarly journals Are Nursing Students’ Early Course and Perceived Performance Related to Their Final and Actual Course Performance?

2019 ◽  
Vol 9 (2) ◽  
pp. 167-175 ◽  
Author(s):  
Ryan Michael F Oducado
Keyword(s):  
Nursing Students ◽  
Significant Relationship ◽  
Nursing Student ◽  
Final Examination ◽  
Actual Performance ◽  
Examination Performance ◽  
Perceived Performance ◽  
Final Examination Performance ◽  
The Relationship ◽  
Nursing Course

Background: Assessing the academic performance of students is imperative for nursing educators. While it is commonly accepted that performance in quizzes is linked with final examination performance, little published empirical data is available among nursing student samples.Purpose: The purpose of this study was to determine the relationship between performance in regular short lecture quizzes and long quiz on the final examination performance of nursing students in a nursing course. Likewise, this study ascertained whether there is a significant relationship between perceived performance and actual performance in the final examination of the course.Methods: A descriptive-correlational study design was used. All 138 second-year nursing students enrolled in the Community Health Nursing course were included in this study. Grades in short quizzes, long test, and final examination were analyzed, and a one item global scale was utilized to determine students’ perceived performance in the final examination. Pearson’s r was employed to determine the relationship between variables.Results: Results revealed that performance in regular short lecture quizzes (p=0.000) and long quiz (p=0.000) were significantly correlated with final examination performance. Moreover, there was a significant relationship between perceived performance and actual performance in the final examination (p=0.000).Conclusion: This study suggests that early performance in the lecture course can significantly influence students’ performance in the final assessment of the course. Nurse educators are encouraged to be proactive in identifying students who are at risk of performing poorly early in the course so that prompt remediation and guidance may be provided to students who are not performing well.

Cumulative learning and sustained engagement in an introduction to accounting course

2018 ◽  
Vol 26 (1) ◽  
pp. 19-38 ◽  
Author(s):  
Husam Aldamen ◽  
Keith Duncan ◽  
Jennifer L. Ziegelmayer
Keyword(s):  
Student Performance ◽  
Final Examination ◽  
Cumulative Impact ◽  
Content Type ◽  
Examination Performance ◽  
And Performance ◽  
Cumulative Knowledge ◽  
Final Examination Performance ◽  
Performance Gains ◽  
The Relationship

Purpose Due to its technical focus, the introductory accounting course has a hierarchical knowledge structure that requires students to master and integrate abstract knowledge which builds on itself over time. The purpose of this paper is to explore the relationship between engagement and examination performance for students enrolled in a hierarchically structured course. Design/methodology/approach This research involves a retrospective study of an introduction to accounting course examining the relationship between increased engagement and examination performance. Students are provided opportunities for engagement through assigned homework and optional ungraded assignments. Performance is measured by scores on each of three examinations conducted throughout the semester. Findings The study finds that additional engagement in assignments has no significant impact on mid-semester examination performance; however, sustained engagement throughout the semester has a cumulative impact on final examination performance. Moreover, students that perform well on mid-semester examinations do not benefit from additional engagement, whereas students that perform poorly on the mid-semester examinations exhibit substantially higher final examination scores from sustained engagement. Practical implications This study illustrates the complex interplay between engagement and performance and the timing of performance gains. The implication for educators is that increased sustained engagement is likely to result in increased but delayed student performance gains in disciplines with hierarchical knowledge structures. Originality/value This study contributes to the literature in its examination of the timing of performance benefits gained from increased engagement in courses with a cumulative knowledge base.

scholarly journals The Relationship Between Adversity Quotient and Career Adaptability of Internship Nursing Students

2018 ◽  
Vol 1 (1) ◽  
pp. 24
Author(s):  
Annida Nur Shalihah ◽  
Kurniawan Yudianto ◽  
Nur Oktavia Hidayati
Keyword(s):  
Nursing Students ◽  
Nursing Student ◽  
P Value ◽  
Career Adaptability ◽  
Contributing Factors ◽  
Response Profile ◽  
Spearman Correlation Test ◽  
High Level ◽  
The Relationship ◽  
Very High

A competitive job market is a challenge that needs to be faced by every university graduate. It is expected that every graduate has capability to keep face with expansion in job sectors. To be able to adapt to the job situation, a specific intelligence to face in facing every challenge and obstacle namely adversity quotient, is required. This study aimed to identify the correlation between adversity quotient (AQ) and career adaptability of internship nursing students. This study was descriptive correlational. Samples were recruited using a total sampling tecnique (n=142). Data were collected using a questionnaire consisting of a demographic survey, an Adversity Response Profile (ARP) Quick TakeTM and a Career Adapt-Abilities Scale (CAAS). Data were analyzed using descriptive statistics and Rank Spearman correlation test. The result of this study indicated that no students were in quitter category, only 0,7% of them were in quitter to camper transition, 76,8% of them were campers, 21,8% of the students were in camper to climber transition, 0,7% of all respondents were climbers. No students had a very low career adaptability, only 1,4% of them had a low career adaptability, while the proportions of students with a high and very high career adaptability were 75,4% and 23,2 % respectively. No significant correlation was found between AQ and career adaptability (p value >0,05; Spearman’s ρ +0,122). It can be concluded that most of internship nursing students at Faculty of Nursing Universitas Padjadjaran were campers and had a high level of career adaptability. There was also no significant correlation between AQ and career adaptability. Further research needs to explore about contributing factors related to career adaptability in internship nursing students.Keywords: Adversity quotient, career adaptability, internship nursing student. Hubungan Adversity Quotient dan Adaptabilitas Karier pada Mahasiswa Profesi NersAbstrakDalam menghadapi pasar kerja yang semakin ketat, setiap lulusan universitas diharapkan memiliki kemampuan untuk menghadapi tantangan dan beradaptasi dengan perkembangan pada dunia kerja. Untuk mengatasi hal tersebut diperlukan adanya kecerdasan dalam menghadapi setiap tantangan dan hambatan yang disebut adversity quotient (AQ). Penelitian ini bertujuan untuk mengetahui hubungan AQ dan adaptabilitas karier pada mahasiswa profesi ners. Penelitian ini menggunakan metode deskriptif korelatif. Responden penelitian berjumlah 181orang mahasiswa program profesi ners angkatan 32 dan 33 di Fakultas Keperawatan Universitas Padjadjaran yang di ambil dengan teknik total sampling dengan response rate 78,45%. Instrumen yang digunakan pada penelitian ini yaitu Adversity Response Profile (ARP) Quick TakeTM dan Career Adapt-Abilities Scale (CAAS). Teknik analisis data yang digunakan dalam penelitian ini menggunakan skoring ARP QuickTakeTM, skoring CAAS, serta uji korelasi Rank Spearman. Hasil penelitian menunjukkan bahwa tidak seorangpun responden yang berada pada kategori quitter, sebanyak 0,7% dari responden berada pada kategori transisi quitter ke camper, pada kategori camper sebanyak 76,8%, pada kategori transisi camper ke climber sebanyak 21,8%, dan pada kategori climber sebanyak 0,7%. Tidak ada mahasiswa dengan adaptabilitas karier sangat rendah, hanya 1,4% mahasiswa dengan adaptabilitas karier rendah, sedangkan mahasiswa dengan adaptabilitas karier tinggi dan sangat tinggi masing-masing proporsinya sebanyak 75,4% dan 23,2%. Tidak terdapat hubungan bermakna antara AQ dan adaptabilitas karier (p value >0,05; Spearman’s ρ +0,122). Simpulan dari penelitian ini yaitu sebagian besar mahasiswa profesi ners Fakultas Keperawatan Universitas Padjadjaran memiliki AQ dengan kategori camper dan memiliki adaptabilitas karier tinggi. Meskipun demikian, tidak terdapat hubungan bermakna antara AQ dan adaptabilitas karier. Bagi peneliti selanjutnya diharapkan untuk melakukan penelitian terkait faktor-faktor yang mempengaruhi adaptabilitas karier pada mahasiswa profesi ners.Kata kunci: Adversity quotient, adaptabilitas karier, mahasiswa profesi ners.

scholarly journals The Correlation between Teaching Evaluation and Lecturers’ Performances

2020 ◽  
Vol 2 (1) ◽  
pp. 32-37
Author(s):  
Nooradelena Mohd Ruslim ◽  
Ng Loo Ee ◽  
Norhusna Saharun ◽  
Nurhusna Baharuddin ◽  
Nurul Ain Abu Bakar ◽  
...  
Keyword(s):  
Significant Relationship ◽  
Evaluation System ◽  
Teaching Evaluation ◽  
External Factors ◽  
Final Examination ◽  
Inferential Statistics ◽  
Online System ◽  
Evaluation Scores ◽  
Evaluation Instruments ◽  
The Relationship

The purpose of the study is to explore the relationship between teaching evaluation and lecturers’ performances. To achieve this purpose, the study analysed the correlations between teaching evaluation scores by student and evaluation on lecturers’ performances by dean, and between teaching evaluation scores by student and students’ final examination results. Census study was applied to collect all data, which involved 124 lecturers and eight deans. The study used data from the online system, which involved evaluation made for 246 courses by all active students in semester June – November 2018. Descriptive and inferential statistics were applied in this study and analysed using SPSS version 21.0. The result showed that there is no significant relationship between teaching evaluation scores by student and evaluation on lecturers’ performances by dean. This study also found that there is no significant relationship between teaching evaluation scores by student and students’ final examination results. Based on the findings, the study inferred there is bias in the evaluation instruments and there are external factors contributed to the outcome of insignificant correlations in both analyses, thus the effect or impact of the evaluation system to academic division is not significant

scholarly journals Investigation of Nursing Student Satisfaction with the First Clinical Education Experience in Universities of Medical Sciences in Iran

2019 ◽  
Vol 12 (1) ◽  
pp. 75-82 ◽  
Author(s):  
Farzaneh Mohammad Nejad ◽  
◽  
Marziyeh Asadizaker ◽  
Shahram Baraz ◽  
Amal Saki Malehi ◽  
...  
Keyword(s):  
Nursing Students ◽  
Student Satisfaction ◽  
Clinical Education ◽  
Significant Relationship ◽  
Nursing Student ◽  
Demographic Characteristics ◽  
Satisfaction Score ◽  
Grade Point ◽  
Education Experience ◽  
The Mean

Satisfaction with the experience gained in clinical settings is of great significance to nursing students and novice first-year students in particular and contributes significantly to developing basic clinical skills and competence. Accordingly, the present study aimed to examine nursing student satisfaction with the first clinical education experience. A total of 390 second- and third-semester nursing students gaining clinical experience in general surgery, internal medicine, gynecological surgery, orthopedics, emergency, obstetrics and gynecology, ophthalmology, andrological surgery, post-CCU, and otorhinolaryngology departments participated in this analytical cross-sectional study from March to June 2017. The research instrument included the “Assessment of nursing student’s Satisfaction with First Clinical Practical Education Questionnaire: Modified Version”, consisting of three parts: demographic characteristics, 37 items, and a 10-degree visual analog scale to assess student satisfaction. Descriptive statistics were used to hypothesis test in SPSS 22. The highest rate of student satisfaction was related to the third domain labeled “Instructor’s behavior”, and the lowest rate of student satisfaction was related to the fifth and seventh domains labeled “Emotional atmosphere and learning in the clinical setting” and “Creating appropriate learning opportunities”, respectively. The results of statistical tests suggested a statistically significant relationship between the mean satisfaction score (based on the 10-degree scale) and gender (p=0.01). However, no statistically significant relationship was observed between the mean satisfaction score and other demographic characteristics such as age, grade point average (GPA), and university type. Student satisfaction rate varies in different domains of the questionnaire. Accordingly, it is recommended that schools of nursing and midwifery incorporate the findings of this study into their first clinical, educational experience planning and take into account the educational needs of students to bring greater satisfaction.

Final examination performance of medical students from ethnic minorities

1996 ◽  
Vol 30 (3) ◽  
pp. 195-200 ◽  
Author(s):  
I C McManus ◽  
P Richards ◽  
B C Winder ◽  
K A Sproston
Keyword(s):  
Medical Students ◽  
Ethnic Minorities ◽  
Final Examination ◽  
Examination Performance ◽  
Final Examination Performance

scholarly journals The Relationship Between Second Language Anxiety and International Nursing Students Stress

2018 ◽  
Vol 7 (3) ◽  
pp. 601-620
Author(s):  
Nigar G Khawaj ◽  
Sabrina Chan ◽  
Georgia Stein
Keyword(s):  
Second Language ◽  
Nursing Students ◽  
Nursing Student ◽  
Language Anxiety ◽  
Hierarchical Regression ◽  
Online Questionnaire ◽  
Student Stress ◽  
International Nursing ◽  
Nursing Student Stress ◽  
The Relationship

We examined the relationship between second language anxiety and international nursing student stress after taking into account the demographic, cognitive, and acculturative factors. International nursing students (N=152) completed an online questionnaire battery. Hierarchical regression analysis revealed that spoken second language anxiety and the acculturative factors of marginalization and separation were significantly related to academic-related and placement-related stress in international nursing students. The results suggest that international nursing students, along with the pressures of their course, encounter second language anxiety particularly with reference to its spoken aspect. Subsequently, interventions aimed at building resilience in international nursing students should include coping and management of second language issues.

scholarly journals Nursing Student Peer Mentorship: The Importance of Professional Relationships

2020 ◽  
Vol 22 (1) ◽  
Author(s):  
Hlengiwe Seshabela ◽  
Yolanda Havenga ◽  
Hester Cathrina De Swardt
Keyword(s):  
Academic Success ◽  
Nursing Students ◽  
Nursing Student ◽  
Peer Mentoring ◽  
Psychosocial Support ◽  
Professional Relationships ◽  
Peer Mentors ◽  
Professional Relationship ◽  
Undergraduate Nursing ◽  
The Relationship

Nursing students face numerous challenges and stressors related to the dynamics within the academic, psycho-social, and health care environments. Peer mentoring has the potential to support nursing students with these challenges by providing academic and psychosocial support, which may increase retention in the programme and student wellbeing. The focus of this article is on peer mentors’ and mentees’ views of professional relationships as an essential requirement to create and maintain an effective peer mentoring programme. The aim of the study is to support the design and implementation of a peer mentoring programme to enhance students’ academic success in an undergraduate nursing programme. It is thus important to determine students’ views about the relationship that would create a supportive environment for them. A descriptive qualitative research design was used. A purposive sample of 20 participants participated in semi-structured individual interviews and focus groups with peer mentors and mentees in an undergraduate nursing programme. Measures to ensure trustworthiness and ethical research were implemented. The importance of professional relationships as the glue that holds a peer mentoring programme together emerged. In order to establish the professional relationship, participants explained the importance of boundaries in the relationship, commitment toward the programme by all role players, and the qualities required of a mentor. Recommendations were made for training mentors and mentees in establishing and maintaining boundaries, negotiating relationship contracts, and developing the qualities required of mentors.

scholarly journals Pengembangan Desain Perencanaan Sistem Informasi Geografis sebagai Alternatif Pembelajaran dalam Keperawatan Kesehatan Komunitas

2019 ◽  
Vol 2 (1) ◽  
pp. 22-30
Author(s):  
Nur Setiawati Dewi ◽  
Artika Nurrahima ◽  
Panji Wisnu Wirawan
Keyword(s):  
Nursing Students ◽  
Community Health ◽  
Learning Process ◽  
Nursing Student ◽  
Research Process ◽  
Technology Application ◽  
Community Health Nursing ◽  
Data Assessment ◽  
Health Nursing ◽  
Nursing Course

Introduction: The learning process of nursing students faced complexity problems, particularly in community health nursing course. There is no latest information technology application that addresses are impacted to the educational problems of undergraduate and professional nursing program. An unclearly visualization of the data assessment of community nursing care provide distresses for lecturer and nursing student. Geographic Information Systems (GIS) provide a detail visualization that related to health problems in the community. This study aims to provide a visualization about the development of  GIS that may become an alternative learning for nursing students.Methods: This article describes the part of action research process. Five nursing students and two lecturers of community health nursing were recruited. The data collection was conducted by interview and observation for data assessment in the first step of development of GIS application.Results: There were four steps of making of GIS application, which is divided into four steps, including need analyzing, application design planning, the diagram of data flow, and application description.Conclusion: The GIS has benefit for learning process, some policies are necessary to mediate the development and application of GIS for nursing students in community health nursing course. 

scholarly journals The Relationship between Clinical Placement Duration and Students’ Satisfaction with the Quality of Supervision and Learning Environment: A Mediation Analysis.

2020 ◽  
Author(s):  
Alberto González-García ◽  
Camilla Strandell-Laine ◽  
Ana Díez-Fernández ◽  
Helena Leino-Kilpi ◽  
Vicente Martínez-Vizcaíno ◽  
...  
Keyword(s):  
Nursing Students ◽  
Learning Environment ◽  
Mediation Analysis ◽  
Clinical Training ◽  
Nursing Student ◽  
Clinical Placement ◽  
Practical Training ◽  
Total Satisfaction ◽  
Good Learning ◽  
The Relationship

Abstract Background: Multiple factors that influence the learning experience of nursing students while they are in clinical training have been identified. Nevertheless, there is no evidence on what is the optimum time a nursing student should remain in the different practice settings for achieving the required competencies nor how this duration of the placement may be influenced by other variables.The aim of the study was examine whether the relationship between the clinical placement duration and total satisfaction with clinical training is mediated by supervisory relationship and learning environment.Method: A mediation analysis was conducted using the data from a cross-sectional study conducted in 17 higher educational institutions from nine European countries with the CLES+T scale (n=1903 pre-registration nursing students). Besides, ANCOVA models were used to assess mean differences in total satisfaction by categories of supervision factors, clinical placement duration and participants’ characteristics.Results: A significant increase of total satisfaction was found as better learning environment participant’s perceived, as well as better was their satisfaction with their supervisor (both p<0.001). Students that considered the supervisor the most important person in practical training were significantly more satisfied as compared with those who considered the nurse teacher as the most important [mean 4.15 (0.89) vs 3.23 (1.16)]; p=0.001]. The satisfaction with the supervisor (IE= 0.101 [95% CI 0.016; 0.183]) and a good learning environment (IE= 0.088 [95% CI 0.003; 0.170]) mediated the relationship between clinical placement duration and total satisfaction perceived by the students.Conclusion: Nursing students with longer clinical placement duration were more satisfied with clinical training as a result of both their satisfaction with their supervisor and the good learning environment perceived. The optimal duration a nursing student should remain in the different practice settings to reach a balance between the achievement of fully competent nurses and the maximum level of satisfaction at the practicum ward should be around seven weeks. The role of nurse teachers and supervisors in contributing the acquisition of competences of nursing students needs to be clarified.

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