EFFECT OF PEER AND FAMILY PRESSURE ON ACADEMIC PERFORMANCE OF UNDERGRADUATE NURSING STUDENTS OF NARAYAN NURSING COLLEGE, JAMUHAR, SASARAM.

2021 ◽  
pp. 1-2
Author(s):  
Ashwini Kumar Verma ◽  
Mukesh Kumar Maurya ◽  
Prince Madhav
Keyword(s):  
Academic Performance ◽  
Nursing Students ◽  
Research Design ◽  
Peer Pressure ◽  
Undergraduate Nursing Students ◽  
Positive Correlation ◽  
Undergraduate Nursing ◽  
Nursing College ◽  
The Relationship ◽  
Family Pressure

Pressure is itself a neutral word. Peer pressure and family pressure has a major contribution towards academic achievement and personality development of a student. Objective of the study was (1) To determine the relationship between the peer pressure on academic performance of nursing student. (2) To determine the relationship between the family pressure on academic performance of nursing students. (3) To compare gender wise relation between peer pressure and family pressure on academic performance. Methodology of this study was qualitative approach and Research Design is Descriptive research design. The study was conducted in Narayan Nursing college and sample were B.Sc Nursing 3rd and G.N.M 3rd year studying at Narayan Nursing College, Jamuhar, Sasaram. Random sampling techniques was used. Number of sample for the study is 100 Undergraduate Nursing students who have attended university exam in 2019. Findings of the study is (1) There is positive correlation between peer pressure and family pressure on academic performance. (2) There is a negative correlation between peer pressure and family pressure of male students. (3) There is a positive correlation between peer pressure and family pressure of female student.

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 Students’ views on the block evaluation process: A descriptive analysis

Curationis ◽  
2016 ◽  
Vol 39 (1) ◽  
Author(s):  
Ntefeleng E. Pakkies ◽  
Ntombifikile G. Mtshali
Keyword(s):  
Nursing Students ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Descriptive Analysis ◽  
Evaluation Process ◽  
Evaluation Tool ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Nursing College ◽  
Quantitative Descriptive

Background: Higher education institutions have executed policies and practices intended to determine and promote good teaching. Students’ evaluation of the teaching and learning process is seen as one measure of evaluating quality and effectiveness of instruction and courses. Policies and procedures guiding this process are discernible in universities, but it isoften not the case for nursing colleges.Objective: To analyse and describe the views of nursing students on block evaluation, and how feedback obtained from this process was managed.Method: A quantitative descriptive study was conducted amongst nursing students (n = 177) in their second to fourth year of training from one nursing college in KwaZulu-Natal. A questionnaire was administered by the researcher and data were analysed using the Statistical Package of Social Sciences Version 19.0.Results: The response rate was 145 (81.9%). The participants perceived the aim of block evaluation as improving the quality of teaching and enhancing their experiences as students.They questioned the significance of their input as stakeholders given that they had never been consulted about the development or review of the evaluation tool, or the administration process; and they often did not receive feedback from the evaluation they participated in.Conclusion: The college management should develop a clear organisational structure with supporting policies and operational guidelines for administering the evaluation process. The administration, implementation procedures, reporting of results and follow-up mechanisms should be made transparent and communicated to all concerned. Reports and actions related to these evaluations should provide feedback into relevant courses or programmes.Keywords: Student evaluation of teaching; perceptions; undergraduate nursing students; evaluation process

Relationship between the Templer Death Anxiety Scale and the Collett-Lester Fear of Death Scale

1980 ◽  
Vol 46 (2) ◽  
pp. 561-562 ◽  
Author(s):  
Marc Var Go
Keyword(s):  
Nursing Students ◽  
Concurrent Validity ◽  
Death Anxiety ◽  
Death And Dying ◽  
Anxiety Scale ◽  
Fear Of Death ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Highly Correlated ◽  
The Relationship

The present study investigated the relationship between the Templer Death Anxiety Scale and the four subscales of the Collett-Lester Fear of Death Scale. Product-moment correlations computed between 72 undergraduate nursing students' scores on these measures indicated that the two death anxiety scales were significantly correlated. Moreover, the Templer Death Anxiety Scale was most highly correlated with those Collett-Lester subscales which purportedly measure fears of one's own death and dying ( rs = .61, .51). The Templer scale appears to be not only a measure of death anxiety in general but also one of fears concerning personal demise in particular. Significant correlations between scales support their concurrent validity.

scholarly journals Effects of blended versus offline case-centered learning on academic performance and critical thinking ability among undergraduate nursing students：a cluster randomized controlled trial

2020 ◽  
Author(s):  
Zhenzhen Yu ◽  
Ling Shen ◽  
Jiayuan Zhuang ◽  
Yimin Chen ◽  
Meijing Chen ◽  
...  
Keyword(s):  
Academic Performance ◽  
Critical Thinking ◽  
Nursing Students ◽  
Undergraduate Nursing Students ◽  
Critical Thinking Ability ◽  
Randomized Controlled ◽  
Undergraduate Nursing ◽  
Self Confidence ◽  
Thinking Ability ◽  
Cluster Randomized

Abstract Background: Educational reform, especially methods of teaching, has been a focus among nursing educators. This study explored the impact of blended versus offline case-centered learning on academic performance of Medical Nursing and critical thinking ability among undergraduate nursing students.Methods: A cluster randomized controlled study design was used, with assessments immediately before and one school year after the intervention. All the second-year undergraduate nursing students in two class were enrolled in this study by cluster sampling. The two classes of Medical Nursing were randomly allocated to either the experimental class, which undertook blended case-centered learning, or the control class, which undertook offline case-centered learning. The primary outcomes were academic performance consisting of final exam and process assessment, as well as the critical thinking ability assessed with the Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV). The Mann-Whitney U test and the unpaired t test was subsequently used. ANCOVA analyses were also performed to examine the two teaching methods’ effect on academic performance and critical thinking.Results: Students in the experimental class showed a significantly higher improvement in academic performance of Medical Nursing than the control class. In addition, compared with the control class, the pre-post difference in competency in critical thinking self-confidence in the experimental class was significantly greater (p=0.037). In the experimental class, there was significant improvement compared with baseline in dimension of critical thinking self-confidence (p=0.022). In the control class, there was significant improvement compared with baseline in the total score (p=0.029) and two of the seven dimensions: truth-seeking (p=0.016) and systematicity (p=0.005).Conclusions: Use of the blended case-centered learning showed the promising results in promoting students’ academic performance. Both the blended and offline case-centered learning in this study were a suitable educational approach to improve the critical thinking ability of undergraduate nursing students. In the future, blended and offline case-centered learning could be implemented in other nursing subjects. Moreover, further efforts to improve teaching are warranted.

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