Evaluating Student Learning Through Collaborative Testing in a Psychiatric Mental Health Course

2019 ◽  
Vol 12 (1) ◽  
pp. 3-9
Author(s):  
Kimberly D. Helms ◽  
Leigh Ann Keith ◽  
Laura Pruitt Walker
Keyword(s):  
Mental Health ◽  
Nursing Education ◽  
Academic Success ◽  
Problem Solving ◽  
Student Learning ◽  
Student Perceptions ◽  
Healthcare Team ◽  
Research Approach ◽  
Institute Of Medicine ◽  
Collaborative Testing

BackgroundThe Institute of Medicine calls for collaboration and encourages nursing education programs to provide opportunities for students to engage in collaborative efforts with members of the healthcare team to improve the practice environment and patient outcomes. Nurse educators strive to provide meaningful learning experiences that garner competence, decision-making, clinical reasoning, and problem-solving.ObjectiveThe purpose of this study was to examine the effect of collaborative testing on student learning of mental health concepts and to evaluate student perceptions of this learning strategy.MethodsA mixed method research approach was used with students enrolled in a psychiatric mental health class in a baccalaureate nursing program.ResultsThe quantitative research revealed collaborative testing improved student exam scores and the qualitative research revealed the majority of students had a positive perception of collaborative testing.ConclusionsThe research findings support the idea that collaborative testing is an active teaching strategy that fosters higher academic success.Implications for NursingCollaborative testing can introduce the nursing student to the process of teamwork, critical thinking, and problem-solving. The development of these attributes will facilitate the student's ability to work collaboratively as a member of the interprofessional healthcare team.

scholarly journals Student Perceptions of COVID-19 on Mental Health and Academic Success: A Comparison between University and Community College Students

2021 ◽  
Vol 3 (2) ◽  
pp. p16
Author(s):  
Rose, Stephanie F. ◽  
Christian, Samantha A. ◽  
Sego, Anita ◽  
Demers, Denise
Keyword(s):  
Mental Health ◽  
College Students ◽  
Community College ◽  
Academic Success ◽  
University Students ◽  
Community College Students ◽  
Student Perceptions ◽  
Future Research ◽  
Supportive Services ◽  
College And University

Very little evidence addresses college students’ perceptions of mental health and supportive services available to assist them with being academically successful since the COVID-19 pandemic began. This is also true for comparing community college students and university students. This study examines the concepts of how COVID-19 has impacted overall student-perceptions of their mental health. Data on perceptions was collected from both community college and university students. A total of 932 students completed a survey regarding their views of mental health, academic success and supportive services Relationships between perceived mental health and supportive services rendered significant findings. Perceived differences between perceived mental health and supportive services were also significantly significant in the data. Recommendations for future research is also explored.

Mental health and wellbeing of Pacific students : Protocol of a prospective cohort study

2020 ◽  
Vol 21 (5) ◽  
pp. 272-280
Author(s):  
Faafetai Sopoaga ◽  
Shyamala Nada-Raja ◽  
Tracie Leckie ◽  
Ari Samaranayaka
Keyword(s):  
Mental Health ◽  
Academic Success ◽  
Academic Progress ◽  
Health Concern ◽  
Research Approach ◽  
Mixed Method Research ◽  
Cross Sectional ◽  
Tertiary Institutions ◽  
Health And Wellbeing ◽  
The Impact

Introduction Mental disorders are a significant health concern and an increasing burden for Pacific youth in New Zealand. Approximately 30,000 (30%) of Pacific youth aged 18-24 years are enrolled in tertiary studies with sparse information about their mental health and wellbeing. There is increasing recognition of the impact of stresses and emotional problems faced by students in tertiary institutions internationally. This study seeks to describe Pacific tertiary students’ mental health and wellbeing, their expectations and experiences. It seeks also to determine risk and protective factors, access and barriers to using health services and their impact on students’ academic progress. Methods All Pacific students enrolling for the first time and in their first year of study at the University of Otago in 2019 will be invited to participate and followed over 3 years. A mixed-method research approach will be used with a survey obtaining information from all eligible students. Of these, 30 students will be randomly selected to participate in four interviews over the study period. Research objectives will be addressed by using quantitative statistical methods to analyse cross-sectional and longitudinal self-reported data linked to administrative data.  The Talanoa methodology  and a thematic approach will inform qualitative data collection and analysis.    Findings/Outcomes measure The primary mental health measures are the Kessler 10 (distress), PHQ-9 (depression) and the GAD-7 (anxiety). The primary wellbeing measure utilises a validated Pacific Identity and Wellbeing (PIWBS-R) scale and the WHO-5 (subjective wellbeing). Secondary measures include alcohol use, students’ experience and academic progress.  Interviews will provide in-depth perspectives of the students’ journeys, and the relationship to their mental health and wellbeing including the impact on students’ academic progress. Conclusions This research seeks to better understand the factors that influence the mental health, wellbeing and academic success of Pacific students in tertiary institutions. The findings will be used to inform advocacy approaches and guide targeted support efforts.

scholarly journals Improving Mathematics Content Mastery and Enhancing Flexible Problem Solving through Team-Based Inquiry Learning

2020 ◽  
Vol 8 (2) ◽  
Author(s):  
Drew Lewis ◽  
Julie Estis
Keyword(s):  
Academic Success ◽  
Problem Solving ◽  
Student Learning ◽  
Communication Apprehension ◽  
Inquiry Learning ◽  
Career Readiness ◽  
Inquiry Based Learning ◽  
Content Mastery ◽  
Team Based Learning ◽  
Quasi Experimental

This article examines how student learning is affected by the use of team-based inquiry learning, a novel pedagogy in mathematics that uses team-based learning to implement inquiry-based learning. We conducted quasi-experimental and observational studies in intermediate level mathematics courses, finding that team-based inquiry learning led to increased content mastery and that students took a more flexible approach to solving problems. We also found that in the courses using this pedagogy, women (but not men) had a reduction in communication apprehension over the course of a semester. We conclude that team-based inquiry learning effectively enhances student learning and problem solving, preparing students for future academic success and fostering career readiness.

Advocating for Mental Health Nursing Care Education Using a Flipped Classroom

2019 ◽  
Vol 25 (1) ◽  
pp. 32-37 ◽  
Author(s):  
Jill Jackson Van Der Like ◽  
Hillary Fox ◽  
Angela Blackburn ◽  
Jessica Chisholm
Keyword(s):  
Mental Health ◽  
Nursing Students ◽  
Learning Styles ◽  
Student Learning ◽  
Student Perceptions ◽  
Nursing Care ◽  
Flipped Classroom ◽  
Mental Health Nursing ◽  
Nursing Educators ◽  
Health Nursing

Educators are challenged to meet the needs of all student learning styles. Nursing educators care deeply about student perceptions, but understand the need for critical thinking in student learning outcomes. The need for mental health nursing care touches every nursing specialty. The concepts are abstract and complex, with many unknowns concerning the mind. The flipped classroom (FC) provides an opportunity for students to explore the concepts prior to classroom learning. This article describes an initiative to integrate an FC approach with a population of baccalaureate nursing students over the course of five semesters.

scholarly journals Investigating student perceptions on effective use of smartphones for mobile learning

2019 ◽  
Author(s):  
◽  
Naicker Esavanie
Keyword(s):  
Academic Success ◽  
Student Learning ◽  
Student Perceptions ◽  
Mobile Learning ◽  
Mobile Applications ◽  
Current Trend ◽  
Smart Devices ◽  
Successful Implementation ◽  
Effective Use ◽  
Enhance Student Learning

The current trend in educational institutions worldwide is the use of smartphones and smart devices to enhance student learning, which has many intrinsic benefits in improving students learning abilities, academic success, and engagement. The important features of education mobile applications boost student engagement through skills-oriented activities. It makes learning ubiquitous, provides access to the latest assorted learning materials, and reduces the communication barrier between students and education institutions. However, many important factors must be taken into account for the successful implementation of mobile applications by the mobile learning industry. This work investigates the factors influencing student perceptions of effective use of smartphones for mobile learning, by exploring theory of planned behaviour, technology acceptance model, expectation confirmation model, flow theory, and will, skill and tool model. A new structural model has been developed based on the factors satisfaction, continuous intention and effective use that can be applied to explain the effective use of smartphones for mobile learning. Data were collected from a survey population that represents 569 students studying at the university to validate the developed model. The technique of variance-based structural equation modelling was used for testing both the measurement and structural models to establish the full predictive power and reliability of the developed model. The results obtained are highly encouraging, giving predictive capability, reflecting that satisfaction and continuous intention to use are the most important predictors of the effective use of smartphones for mobile learning. These capabilities will enhance student learning skills to achieve better academic success through the exploration of the effective use of smartphones for mobile learning.

scholarly journals Predicting Student Performance Using Data Mining and Learning Analytics Techniques: A Systematic Literature Review

2020 ◽  
Vol 11 (1) ◽  
pp. 237
Author(s):  
Abdallah Namoun ◽  
Abdullah Alshanqiti
Keyword(s):  
Academic Success ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Performance ◽  
Student Outcomes ◽  
Predictive Analytics ◽  
Research Work ◽  
Supervised Machine Learning ◽  
Bibliographic Databases ◽  
Learning And Teaching

The prediction of student academic performance has drawn considerable attention in education. However, although the learning outcomes are believed to improve learning and teaching, prognosticating the attainment of student outcomes remains underexplored. A decade of research work conducted between 2010 and November 2020 was surveyed to present a fundamental understanding of the intelligent techniques used for the prediction of student performance, where academic success is strictly measured using student learning outcomes. The electronic bibliographic databases searched include ACM, IEEE Xplore, Google Scholar, Science Direct, Scopus, Springer, and Web of Science. Eventually, we synthesized and analyzed a total of 62 relevant papers with a focus on three perspectives, (1) the forms in which the learning outcomes are predicted, (2) the predictive analytics models developed to forecast student learning, and (3) the dominant factors impacting student outcomes. The best practices for conducting systematic literature reviews, e.g., PICO and PRISMA, were applied to synthesize and report the main results. The attainment of learning outcomes was measured mainly as performance class standings (i.e., ranks) and achievement scores (i.e., grades). Regression and supervised machine learning models were frequently employed to classify student performance. Finally, student online learning activities, term assessment grades, and student academic emotions were the most evident predictors of learning outcomes. We conclude the survey by highlighting some major research challenges and suggesting a summary of significant recommendations to motivate future works in this field.

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