SELF-ASSESSMENT EXPERIENCE IN FIRST YEAR NURSING STUDENTS

2019 ◽  
Author(s):  
Mónica Cavia-Saiz ◽  
Maria Dolores Rivero-Perez ◽  
Miriam Ortega-Herás ◽  
Inmaculada Gómez-Bastida ◽  
Maria Luisa Gonzalez-SanJosé ◽  
...  
Keyword(s):  
Nursing Students ◽  
First Year ◽  
Self Assessment

scholarly journals Examining the Use of Web-Based Reusable Learning Objects by Animal and Veterinary Nursing Students

2018 ◽  
pp. 304-316
Author(s):  
Emily Chapman-Waterhouse ◽  
Ayona Silva-Fletcher ◽  
Kim David Whittlestone
Keyword(s):  
Nursing Students ◽  
Quantitative Data ◽  
Learning Objects ◽  
Practical Significance ◽  
First Year ◽  
Self Assessment ◽  
Web Based ◽  
Reusable Learning Objects ◽  
Personal Devices ◽  
Quantitative And Qualitative Methods

This intervention study examined the interaction of animal- and veterinary nursing students with reusable learning objects (RLO) in the context of preparing for summative assessment. Data was collected from 199 undergraduates using quantitative and qualitative methods. Students accessed RLO via personal devices in order to reinforce taught sessions. Interviewees reported that the RLO helped them meet the requirements of the curriculum. Quantitative data supported two valid points; the lack of engagement of students when given a free-choice and reluctance for self-assessment. The practical significance of the qualitative outcomes lies with how first year undergraduates on animal and veterinary nursing-related courses use RLO designed to address equine management and health topics, where the students have mixed equine experience.

scholarly journals Examining the Use of Web-Based Reusable Learning Objects by Animal and Veterinary Nursing Students

2016 ◽  
Vol 11 (3) ◽  
pp. 28-39
Author(s):  
Emily Chapman-Waterhouse ◽  
Ayona Silva-Fletcher ◽  
Kim David Whittlestone
Keyword(s):  
Nursing Students ◽  
Learning Objects ◽  
Practical Significance ◽  
First Year ◽  
Assessment Data ◽  
Self Assessment ◽  
Web Based ◽  
Reusable Learning Objects ◽  
Personal Devices ◽  
Quantitative And Qualitative Methods

This intervention study examined the interaction of animal- and veterinary nursing students with reusable learning objects (RLO) in the context of preparing for summative assessment. Data was collected from 199 undergraduates using quantitative and qualitative methods. Students accessed RLO via personal devices in order to reinforce taught sessions. Interviewees reported that the RLO helped them meet the requirements of the curriculum. Quantitative data supported two valid points; the lack of engagement of students when given a free-choice and reluctance for self-assessment. The practical significance of the qualitative outcomes lies with how first year undergraduates on animal and veterinary nursing-related courses use RLO designed to address equine management and health topics, where the students have mixed equine experience.

The effectiveness of scenario-based learning to develop patient safety behavior in first year nursing students

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Derya Uzelli Yilmaz ◽  
Esra Akin Palandoken ◽  
Burcu Ceylan ◽  
Ayşe Akbiyik
Keyword(s):  
Patient Safety ◽  
Nursing Students ◽  
Intramuscular Injection ◽  
Skills Training ◽  
First Year ◽  
Safety Skills ◽  
Safety Behavior ◽  
Significant Difference ◽  
Academic Year ◽  
Nursing Course

AbstractThe aim of this study was to examine the effect of scenario-based learning (SBL) compared to traditional demonstration method on the development of patient safety behavior in first year nursing students. During the 2016–2017 academic year, the Fundamentals of Nursing course curriculum contained the teaching of demonstration method (n=168). In the academic year 2017–2018 was performed with SBL method in the same context (n=183). Objective Structured Clinical Examination (OSCE) that assesses the same three skills was implemented in both academic terms to provide standardization so that students could evaluated in terms of patient safety competency. It was found that students’ performance of some of the steps assessed were not consistently between the demonstration and SBL methods across the three skills. There was a statistically significant difference between demonstration method and SBL method for students’ performing the skill steps related to patient safety in intramuscular injection (p<0.05) Our results suggest that the integration of SBL into the nursing skills training may be used as a method of teaching in order to the development of patient safety skills.

scholarly journals The relationship between empathy and altruistic motivations in nursing studies: a multi-method study

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Linda Messineo ◽  
Luciano Seta ◽  
Mario Allegra
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Health Professionals ◽  
Linear Models ◽  
Principal Component ◽  
Motivational Factors ◽  
Care Process ◽  
First Year ◽  
Young Males ◽  
Young Females

Abstract Background The efficient management of relational competences in healthcare professionals is crucial to ensuring that a patient’s treatment and care process is conducted positively. Empathy is a major component of the relational skills expected of health professionals. Knowledge of undergraduate healthcare students’ empathic abilities is important for educators in designing specific and efficient educational programmes aimed at supporting or enhancing such competences. In this study, we measured first-year undergraduate nursing students’ attitudes towards professional empathy in clinical encounters. The students’ motivations for entering nursing education were also evaluated. This study takes a multi-method approach based on the use of qualitative and quantitative tools to examine the association between students’ positive attitudes towards the value of empathy in health professionals and their prosocial and altruistic motivations in choosing to engage in nursing studies. Methods A multi-method study was performed with 77 first-year nursing students. The Jefferson Scale of Empathy (JSE) – Health Professions Student Version was administered. Students’ motivations for choosing nursing studies were detected through an open question and thematically analysed. Using explorative factor analysis and principal component analysis, a dimensional reduction was conducted to identify subjects with prosocial and altruistic motivations. Finally, linear models were tested to examine specific associations between motivation and empathy. Results Seven distinct themes distinguishing internal and external motivational factors were identified through a thematic analysis of students’ answers regarding their decision to enter a nursing degree course. Female students gained higher scores on the empathy scale than male ones. When students’ age was considered, this difference was only observed for younger students, with young females’ total scores being higher than young males'. High empathy scores were positively associated with altruistic motivational factors. A negative correlation was found between external motivational factors and the scores of the Compassionate Care subscale of the JSE. Conclusions Knowing the level of nursing students’ empathy and their motivational factors for entering nursing studies is important for educators to implement training paths that enhance students’ relational attitudes and skills and promote the positive motivational aspects that are central to this profession.

Are first-year nursing students' lifestyles coherent with their future career?

2017 ◽  
Vol 23 (2) ◽  
pp. e12511 ◽  
Author(s):  
Maria Rodriguez-Gazquez ◽  
Sara Chaparro-Hernandez ◽  
José Rafael González-López
Keyword(s):  
Nursing Students ◽  
First Year ◽  
Future Career

Implementasi Kebijakan Keterbukaan Akses Data Perbankan Dalam Meningkatkan Tax Compliance Di Indonesia

2021 ◽  
Vol 1 (2) ◽  
pp. 89
Author(s):  
Lutfia Rizkyatul Akbar ◽  
Gunadi Gunadi
Keyword(s):  
Banking Sector ◽  
Tax Compliance ◽  
Data Access ◽  
Assessment System ◽  
First Year ◽  
Process Data ◽  
Self Assessment ◽  
Customer Data ◽  
Qualitative Descriptive ◽  
Access Policies

This study aims to assess the implementation of the openness of banking data access policies to improving tax compliance in Indonesia. It cause by the implementation of tax collection using a self-assessment system, thus requiring taxpayer data and information through financial institutions, include banking. Researchers used qualitative descriptive methods. The results of this study are, first, there is support for the implementation of the policy on openness to access to banking data in increasing tax compliance in Indonesia in the form of the issuance of Law Number 9 of 2017 concerning Access to Financial Information. Second, the implementation of banking data disclosure policies to increase tax compliance in Indonesia, including the willingness of target groups to comply with policy outputs, in this case the reporting of customer data by banks to the DGT. Third, the policy of open banking data access does not impede or reduce the number of bank accounts and deposits. Fourth, there are technical obstacles both by the DGT and the banking sector, especially in the first year. Furthermore, there are several inhibiting factors in the implementation of this policy, namely IT factors, and resistance from some circles at the beginning of the emergence of regulations, limited financial resources to process data quickly, so it must be done gradually, in addition to lack of quantity and quality of human resources 

scholarly journals Introductory anatomy and physiology in an undergraduate nursing curriculum

2017 ◽  
Vol 41 (1) ◽  
pp. 56-61 ◽  
Author(s):  
S.J. Brown ◽  
S. White ◽  
N. Power
Keyword(s):  
Academic Achievement ◽  
Nursing Students ◽  
Human Anatomy ◽  
High Achievers ◽  
First Year ◽  
Grade Point ◽  
Anatomy And Physiology ◽  
Undergraduate Nursing ◽  
Human Anatomy And Physiology ◽  
High Achieving

Using an educational data mining approach, first-year academic achievement of undergraduate nursing students, which included two compulsory courses in introductory human anatomy and physiology, was compared with achievement in a final semester course that transitioned students into the workplace. We hypothesized that students could be grouped according to their first-year academic achievement using a two-step cluster analysis method and that grades achieved in the human anatomy and physiology courses would be strong predictors of overall achievement. One cohort that graduated in 2014 ( n = 105) and one that graduated in 2015 ( n = 94) were analyzed separately, and for both cohorts, two groups were identified, these being “high achievers” (HIGH) and “low achievers” (LOW). Consistently, the anatomy and physiology courses were the strongest predictors of group assignment, such that a good grade in these was much more likely to put a student into a high-achieving group. Students in the HIGH groups also scored higher in the Transition to Nursing course when compared with students in the LOW groups. The higher predictor importance of the anatomy and physiology courses suggested that if a first-year grade-point average was calculated for students, an increased weighting should be attributed to these courses. Identifying high-achieving students based on first-year academic scores may be a useful method to predict future academic performance.

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