scholarly journals Pharmacy, nursing, and physician assistant studies student self-report and perceptions regarding classroom etiquette

2021 ◽  
pp. 194-202
Author(s):  
Eytan A. Klausner ◽  
Kandi D. Pitchford ◽  
James L. Schmidhammer ◽  
Billie R. Phillips
Keyword(s):  
Academic Performance ◽  
Nursing Students ◽  
Physician Assistant ◽  
Cell Phones ◽  
Electronic Devices ◽  
Self Report ◽  
First Year ◽  
Lecture Material ◽  
Academic Settings ◽  
Tablet Device

Introduction: The study aimed to investigate pharmacy, physician assistant studies, and nursing students’ self-report regarding their classroom etiquette and perceptions regarding classroom etiquette. Methods: A survey regarding classroom etiquette was administered to first year pharmacy, physician assistant studies, and nursing students. Statistical analysis was performed to determine differences among various student behaviours and perceptions, and among students of the three academic programmes. Results: Most students (>84%) indicated that arriving late to class, leaving the classroom during lecture without returning, initiating a conversation with a peer during lecture, and conducting non-class-related activities with electronic devices during lecture are unprofessional. Students self-reported that tardiness and leaving and returning to the classroom during lecture are not rare. Most students (52%) indicated that it is acceptable to have a conversation with a peer while the professor is teaching if the conversation is directly related to the lecture material. Some students (27%) indicated that the non-class-related activities that they conduct during lecture using their laptop or tablet device affected their academic performance. More students reported their academic performance is adversely affected by non-academic use of laptop or tablet device compared to the use of cell phones. Conclusion: This study suggests there are opportunities to improve student classroom etiquette in various academic settings. Moreover, it may bring a greater awareness to the issue of classroom etiquette, and thereby encourage faculty and administration to evaluate, and/or better enforce policies related to classroom etiquette.

scholarly journals Cell phone use policies in the college classroom: Do they work?

2020 ◽  
Vol 48 (2020) ◽  
pp. 5-9
Author(s):  
Shannise B. Jones ◽  
Mara S. Aruguete ◽  
Rachel Gretlein
Keyword(s):  
Cell Phone ◽  
Academic Motivation ◽  
Cell Phones ◽  
Electronic Devices ◽  
Similar Rate ◽  
Self Report ◽  
Cell Phone Use ◽  
Lecture Material ◽  
Class Period ◽  
Restrictive Policy

Abstract Our study examined the efficacy of lenient and restrictive cell phone policies. We expected that a lenient policy would be associated with lower quiz scores, greater anxiety, and lower GPA. Additionally, we expected students to self-report using their phones mostly for non-academic purposes. We gave one introductory psychology section a restrictive cell phone use policy while another section was given a lenient policy. We observed how often students used their phones during class in both conditions. At the end of the class period, students took a short quiz over the lecture material. Afterward, they were given a survey that measured demographics, attitudes about cell phone use in class, academic motivation, cell phone use domains, and anxiety. In the restrictive policy condition, students used their cell phones in class at a similar rate as in the lenient policy condition, suggesting that the restrictive cell phone policy was ineffective. Students operated their phones an average of about seven times during the 50-minute class period, mostly for non-academic purposes. Our results contribute to a body of literature showing that electronic devices distract students and decrease the efficacy of the learning environment.

Sense of coherence, self-regulated learning and academic performance in first year nursing students: A cluster analysis approach

2016 ◽  
Vol 17 ◽  
pp. 208-213 ◽  
Author(s):  
Yenna Salamonson ◽  
Lucie M. Ramjan ◽  
Simon van den Nieuwenhuizen ◽  
Lauren Metcalfe ◽  
Sungwon Chang ◽  
...  
Keyword(s):  
Cluster Analysis ◽  
Academic Performance ◽  
Nursing Students ◽  
Sense Of Coherence ◽  
Analysis Approach ◽  
First Year ◽  
Self Regulated Learning ◽  
Regulated Learning

A framework for understanding student nurses’ experience of chemistry as part of a health science course

2018 ◽  
Vol 19 (2) ◽  
pp. 597-616 ◽  
Author(s):  
Kerrie Boddey ◽  
Kevin de Berg
Keyword(s):  
Academic Performance ◽  
Social Interaction ◽  
Nursing Students ◽  
Focus Groups ◽  
Goal Orientation ◽  
Student Nurses ◽  
Working Hours ◽  
Health Science ◽  
First Year ◽  
Total Cohort

Twenty-seven first-year nursing students, divided across six focus groups formed on the basis of their past chemistry experience, were interviewed about their chemistry experience as a component of a Health Science unit. Information related to learning and academic performance was able to be established from student conversations resulting in three themes (and associated categories): Connectivity (curriculum, application, and social interaction); Reductivity (nature of chemistry, exposition, and control of learning); and Reflexivity (confidence, anxiety, and goal orientation). The framework proved useful in portraying relationships between themes for conversations related to tutorial sessions, prior knowledge, and chemistry in nursing. The focus groups were representative of the total cohort of students in terms of gender, age, working hours, academic performance, enjoyment level of chemistry, and the extent of the relevance of chemistry to nursing. Implications for chemistry educators, especially those supporting novices, are considered.

scholarly journals Emotional Intelligence Spiritual Intelligence and Academic Performance in first year and final year medical students

2020 ◽  
Author(s):  
Iqra Munawar
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
Medical Students ◽  
Medical Profession ◽  
Spiritual Intelligence ◽  
Self Report ◽  
First Year ◽  
First Year Students ◽  
Significant Difference ◽  
Age Range

<p>The current study was conducted to check the relationship between emotional intelligence, spiritual intelligence and academic performance in first year and final year medical students from the same college was assessed for relationship due to engagement in medical profession. The sample was consisted of (N=200), male (n=100), female (n=100) from Faisalabad Medical University, Faisalabad, Pakistan. Sample age range was 18 to 26 years. Sample from both classes was inducted with odd-even randomization oblique roll numbers. Following tests were administered Demographic sheet (for academic performance) Emotional Intelligence Scale (Schutte,Malouff & Bhullar, 2009) and Spiritual Intelligence Self-report Inventory (King, 2008) to find out the spiritual intelligence, and academic performance among both the groups to check relationship because of education level difference impact and supposed relationship between the variables. Data were analyzed through SPSS. The results showed significant difference between the groups on EI, SI and relationship with AP. No gender differences were reported in AP, however, found in EI and SI. Results also showed that first year students have higher levels of EI, SI and influence on AP. Regression analysis showed that EI was positive predictor of AP whereas SI has the insignificant relationship with the academic performance. This research can be helpful for teachers, doctors and for the researchers to enhance the EI and SI in medical students.</p>

scholarly journals Emotional Intelligence Spiritual Intelligence and Academic Performance in first year and final year medical students

2020 ◽  
Author(s):  
Iqra Munawar
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
Medical Students ◽  
Medical Profession ◽  
Spiritual Intelligence ◽  
Self Report ◽  
First Year ◽  
First Year Students ◽  
Significant Difference ◽  
Age Range

<p>The current study was conducted to check the relationship between emotional intelligence, spiritual intelligence and academic performance in first year and final year medical students from the same college was assessed for relationship due to engagement in medical profession. The sample was consisted of (N=200), male (n=100), female (n=100) from Faisalabad Medical University, Faisalabad, Pakistan. Sample age range was 18 to 26 years. Sample from both classes was inducted with odd-even randomization oblique roll numbers. Following tests were administered Demographic sheet (for academic performance) Emotional Intelligence Scale (Schutte,Malouff & Bhullar, 2009) and Spiritual Intelligence Self-report Inventory (King, 2008) to find out the spiritual intelligence, and academic performance among both the groups to check relationship because of education level difference impact and supposed relationship between the variables. Data were analyzed through SPSS. The results showed significant difference between the groups on EI, SI and relationship with AP. No gender differences were reported in AP, however, found in EI and SI. Results also showed that first year students have higher levels of EI, SI and influence on AP. Regression analysis showed that EI was positive predictor of AP whereas SI has the insignificant relationship with the academic performance. This research can be helpful for teachers, doctors and for the researchers to enhance the EI and SI in medical students.</p>

scholarly journals Bioscience learning in nursing: a cross-sectional survey of beginning nursing students in Norway

BMC Nursing ◽  
2020 ◽  
Vol 19 (1) ◽  
Author(s):  
Aud Emelie Evensen ◽  
Hildfrid Vikkelsmoe Brataas ◽  
Guanglin Cui
Keyword(s):  
Academic Performance ◽  
Nursing Students ◽  
Teaching Methods ◽  
Teaching Method ◽  
Independent Study ◽  
First Year ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Anatomy And Physiology ◽  
Descriptive Survey

Abstract Background Taking bioscience courses such as anatomy and physiology (A&P) is important for the development of nursing competence, but learning such subjects is also a challenge for many students. Nursing students’ motivation, academic performance and exposure to different teaching methods may influence the learning process. Methods A descriptive survey was conducted with first-year nursing students at a university in Central Norway to explore their motivations, academic performance, and responses to various teaching methods used in an A&P course. Results The study provided insight into nursing students motivation, academic performance, and responses to various teaching approaches. 57 students participated in the survey and 91 % of them passed the course. The majority (61.4%) reported that classroom lecture was the most efficient and appreciated teaching method. Independent study was significantly associated with higher A&P exam grades (p-value < 0.05). Conclusion The survey suggests a need for further research about the quality, and presentation of anatomy and physiology units.

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