Cognitive abilities, affective characteristics and learning strategies as related to academic achievement among first year nursing students: test validation and causal modelling

1989 ◽  
Author(s):  
Sandra Beermann Chacko
Keyword(s):  
Academic Achievement ◽  
Nursing Students ◽  
Learning Strategies ◽  
Cognitive Abilities ◽  
Test Validation ◽  
First Year ◽  
Affective Characteristics ◽  
Causal Modelling

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.

Impact of Teaching Cognitive and Metacognitive Learning Strategies on Academic Achievement among Nursing Students

2016 ◽  
Vol 13 (1) ◽  
pp. 19-24
Author(s):  
Naser Heidari ◽  
Sara Haghighat ◽  
Meysam Haji Mohammadi Arani ◽  
Fateme Ghorbani ◽  
Jamal Ashoori ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Nursing Students ◽  
Learning Strategies ◽  
Metacognitive Learning

scholarly journals Changes in Beliefs Regarding Good Teachers and the Characteristics of Child Development of Primary Education Students

2017 ◽  
Vol 7 (4) ◽  
pp. 185-205
Author(s):  
Helena Smrtnik Vitulič ◽  
Irena Lesar
Keyword(s):  
Academic Achievement ◽  
Primary Education ◽  
Cognitive Abilities ◽  
First Year ◽  
Early Age ◽  
Education Students ◽  
Postgraduate Studies ◽  
Expression Of Emotions ◽  
Developmental Characteristics ◽  
Further Development

In a longitudinal study, we determine the beliefs of primary education students regarding the factors of academic achievement, good teachers, and the developmental characteristics of children, and we present which experiences mostly shape these beliefs. The same group of students (N = 59) completed the same questionnaire at the beginning of their first year and then at the end of their postgraduate studies. At both measurements, the students stated that the pupils themselves are the most responsible for their academic achievement (approximately 33%). At the beginning of the study, the students mostly showed idealised beliefs regarding what makes a good teacher, such as he/she is self-controlled and calm in all situations; he/she likes all children equally, etc. At the end, the results showed a reshaping of most idealised beliefs about what makes good teachers towards more realistic ones. Regarding the developmental characteristics of children, at the beginning and at the end of their studies the students had similar beliefs that heredity and environment contribute to an individual’s development. At the end of their studies, the students are significantly less convinced that experience from an early age decisively influences their further development, that there are no major differences in cognitive abilities of pupils of the same class, thata child who knows a lot of information is clever, and that school is not a place for the expression of emotions. According to the students, direct experiences in the classroom have the most significant influence on the beliefs among all the factors that we have examined in the study. 

scholarly journals Correlation between academic self-efficacy and burnout originating from distance learning among nursing students in Indonesia during the COVID-19 pandemic

2021 ◽  
Vol 18 ◽  
pp. 9
Author(s):  
Ngatoiatu Rohmani ◽  
Rosi Andriani
Keyword(s):  
Distance Learning ◽  
Nursing Students ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Nurse Educators ◽  
First Year ◽  
Innovative Learning ◽  
Cross Tabulation ◽  
The Relationship ◽  
Academic Self Efficacy

Purpose: Distance learning, which became widespread in response to the coronavirus disease 2019 (COVID-19) pandemic, has been a burdensome challenge for students and lecturers. This study investigated the relationship between academic self-efficacy and burnout in first-year nursing students who participated in distance learning during the COVID-19 pandemic.Methods: The study included 69 first-year nursing students at Jenderal Achmad Yani University in Yogyakarta, Indonesia. Data were collected in September 2020 through self-efficacy and burnout questionnaires that were distributed via email and social media for 2 weeks. The responses were analyzed using the gamma test.Results: Most respondents were women (78.3%), with an average age of 19 years. Most nursing students had a moderate level of academic self-efficacy (72.5%), while only 13.0% of respondents had a low level of academic self-efficacy. However, 46.4% of students experienced severe burnout during distance learning. Cross-tabulation showed that students with moderate self-efficacy were more likely to experience severe burnout (24 respondents) (P<0.01; and γ=-0.884). Exhaustion was the burnout dimension most closely associated with academic self-efficacy.Conclusion: Students perceived distance learning as burdensome and reported high levels of exhaustion, which may negatively impact their academic achievement. Interventions to improve academic self-efficacy may foster students’ confidence, potentially leading to reduced burnout levels. Nurse educators should reflect upon innovative learning strategies to create a favorable learning environment for nursing students.

scholarly journals An Explanatory Model of Academic Achievement based on Aptitudes, Goal Orientations, Self-Concept and Learning Strategies

2012 ◽  
Vol 15 (1) ◽  
pp. 48-60 ◽  
Author(s):  
Pablo Miñano Pérez ◽  
Juan-Luis Castejón Costa ◽  
Raquel Gilar Corbí
Keyword(s):  
Academic Achievement ◽  
Learning Strategies ◽  
Structural Equation ◽  
Structural Model ◽  
Goal Orientations ◽  
Self Concept ◽  
First Year ◽  
General Intelligence ◽  
Achievement Goal Orientations ◽  
Academic Goals

As a result of studies examining factors involved in the learning process, various structural models have been developed to explain the direct and indirect effects that occur between the variables in these models. The objective was to evaluate a structural model of cognitive and motivational variables predicting academic achievement, including general intelligence, academic self-concept, goal orientations, effort and learning strategies. The sample comprised of 341 Spanish students in the first year of compulsory secondary education. Different tests and questionnaires were used to evaluate each variable, and Structural Equation Modelling (SEM) was applied to contrast the relationships of the initial model. The model proposed had a satisfactory fit, and all the hypothesised relationships were significant. General intelligence was the variable most able to explain academic achievement. Also important was the direct influence of academic self-concept on achievement, goal orientations and effort, as well as the mediating ability of effort and learning strategies between academic goals and final achievement.

scholarly journals Academic achievement in first‐year Portuguese college students: The role of academic preparation and learning strategies

2009 ◽  
Vol 44 (3) ◽  
pp. 204-212 ◽  
Author(s):  
Ana Paula Soares ◽  
Adelina M. Guisande ◽  
Leandro S. Almeida ◽  
Fernanda M. Páramo
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Learning Strategies ◽  
Academic Preparation ◽  
First Year

Prerequisites Included in Selection Criteria: A Contribution to Student Success in Nursing

2020 ◽  
Vol 22 (2) ◽  
Author(s):  
Onica Mankebe Ndwambi ◽  
Lizeth Roets
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Nursing Students ◽  
Language Proficiency ◽  
English Language ◽  
Life Sciences ◽  
Background Knowledge ◽  
Natural Sciences ◽  
English Language Proficiency ◽  
First Year

The low throughput rates of basic nursing students could be indirectly associated with the shortage of nurses in the nursing profession. Various factors could be related to the poor academic performance in tertiary education, with specific reference to nursing students. One of these factors is the selection and recruitment requirements for entry into nursing programmes. The objective of this article is to share the results of a study that was conducted in South Africa to describe whether background knowledge of grade 12 Life Sciences and English Language Proficiency influenced the academic performance in the Biological and Natural Science module of first-year student nurses. A quantitative research study was conducted. Baseline data were gathered by means of a checklist to collect data from first-year student admission records (193), and questionnaires to collect data from second-year students (147). The data demonstrated a positive association between the academic achievement of the Biological and Natural Sciences module and background knowledge of grade 12 Life Sciences and between the academic achievement of the Biological and Natural Sciences module and grade 12 English Language Proficiency. Students, but especially students who comply with specific prerequisites, thus a pass mark of grade 12 Life Sciences and evidence of adequate grade 12 English Language Proficiency, must be recruited to enhance the throughput rates of nursing students to help reduce the nursing shortage.

Analysis of Medication Errors and near Misses Made by Nursing Students

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Tabatha Teal ◽  
Jan Emory ◽  
Susan Patton
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Medication Errors ◽  
Cognitive Abilities ◽  
Teaching And Learning ◽  
Medication Administration ◽  
The Body ◽  
Psychomotor Skills ◽  
Near Misses ◽  
Teaching And Learning Strategies

AbstractDespite extensive research and technological advancements, errors related to medication administration continue to rise annually. The body of evidence surrounding medication errors has focused largely on licensed practicing nurses. Nursing students can offer a unique perspective regarding medication administration as their foundation for professional psychomotor skills and cognitive abilities are developed. The purpose of this study was to explore the variables related to medication errors made by pre-licensure nursing students. Data were collected from 2013–2015 in a pre-licensure program. Students completed a post-error survey available in Google Forms. One hundred thirteen responses to the error report were completed. By exploring the factors related to medication errors among nursing students, teaching and learning strategies forming the foundations of medication administration can improve professional nursing practice and improve safety and quality of care.

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