The Impact of Academic Literacy Strategies on Student Learning in an Undergraduate Nursing Program

2017 ◽  
Author(s):  
Paul Glew ◽  
◽  
Janet Starr ◽  
Erst Carmichael ◽  
Kathleen Dixon ◽  
...  
Keyword(s):  
Student Learning ◽  
Academic Literacy ◽  
Nursing Program ◽  
Literacy Strategies ◽  
Undergraduate Nursing ◽  
The Impact

scholarly journals A decade of embedding: Where are we now?

2016 ◽  
Vol 13 (3) ◽  
pp. 5-25
Author(s):  
Anna M. Maldoni ◽  
◽  
Emmaline L. Lear ◽  
Keyword(s):  
Student Learning ◽  
Literacy Development ◽  
English Language ◽  
Academic Literacy ◽  
Specific Model ◽  
Reading Program ◽  
Support Program ◽  
Study Approach ◽  
Comparative Results ◽  
The Impact

Over the last 10 years the higher education sector has undergone a myriad of changes both in student demographics and the influx of international students. With these changes, concerns about the ability of students to meet the English language and academic demands of tertiary study have come to the forefront. This paper reports on a project of embedding academic literacy into nine units across four disciplines, which spanned the duration of a decade. The paper documents the process by which the Unit Support Program (USP) evolved from a discipline-based reading program in a university preparation context to an embedded, integrated and team-taught approach in the university mainstream. It sought to determine whether the introduction of the program improved student learning in the discipline, specifically in English language and academic literacy development. Using data drawn from over 2500 students relating to progression rates, final grades, participation levels, and qualitative data relating to student and staff perceptions, this longitudinal study demonstrated a positive relationship between embedding academic literacy in the disciplines and student learning. The added benefit of academic socialisation for staff is also a reported result of this study. Although significant ongoing institutional support is needed, this paper advocates that an embedded, integrated and team-taught model should be incorporated into the first year of study. Using a case study approach, this paper firstly explains the rationale to embed language and academic literacy development within disciplinary contexts; the framework from which the Unit Specific Model emanated; and the team teaching approach used in the delivery of the Unit Support Program (USP) across a variety of disciplines. It considers the comparative results for both participating and non-participating groups, and the impact of collaboration across the faculty on the success of USP. Finally the paper recommends strategies for the long term sustainability of these programs.

scholarly journals Nursing students’ experiences of bullying in clinical practice

2019 ◽  
Vol 10 (3) ◽  
pp. 89
Author(s):  
Florence L. Luhanga ◽  
Vivian A. Puplampu ◽  
Sherry Arvidson ◽  
Adeyemi Ogunade
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Mixed Methods Research ◽  
Online Survey ◽  
Nursing Program ◽  
Clinical Practices ◽  
Tertiary Institution ◽  
Individual Interviews ◽  
Undergraduate Nursing ◽  
The Impact

Bullying is a major concern in the nursing profession because of its implications for patients’ safety, the health of nurses and nursing students, as well as on the workforce in the healthcare system. The purpose of the study was to explain the incidence and state of bullying experienced by nursing students in the undergraduate nursing program during clinical practice. Fifty-five undergraduate nursing students participated in the mixed methods research conducted in a tertiary institution in Western Canada. Participants completed an online survey and an individual interview. Survey data were analyzed using descriptive statistics while thematic analysis was employed for the open-ended questions on the survey and individual interviews. The findings from the study showed that a small number of students four (7.7%) frequently experienced bullying in the clinical setting with clinical instructors and practicing nurses being the main perpetrators. Students reported anxiety connected with going for clinical practice however a unique finding from this study was that the affected students continued to go for clinical practice and decided to remain in the program because of their goal to become registered nurses. Peers from the program were one of the key support systems for the students when they experienced the negative behavior. Irrespective of the low incidence of bullying at the research site, the impact of the behavior aligns with the literature. The findings from this study has the potential to inform clinical practices and policies in undergraduate nursing programs.

scholarly journals Analysis of the Impact of Hours of Simulation on HESI Scores

2018 ◽  
Vol 3 (1) ◽  
Keyword(s):  
Nursing Students ◽  
Student Learning ◽  
Student Performance ◽  
Cognitive Skills ◽  
Nursing Student ◽  
Positive Impact ◽  
Student Knowledge ◽  
Clinical Placements ◽  
Undergraduate Nursing ◽  
The Impact

Statement of problem: Undergraduate nursing programs are challenged to develop high cognitive skills in students and prepare them for practice readiness. Limited clinical placements that offer a narrow exposure to clinical experiences to prepare nursing students adequately to apply their knowledge are a growing concern. Simulation experiences allow students the opportunity to acquire competencies necessary to apply knowledge to practice. Is there a direct relationship between increased hours of simulation to students’ readiness for practice? Purpose: To determine if there is a relationship between hours of simulation received and student performance on HESI exam to better explain the relationship of simulation to student knowledge acquisition and application. Goals: Provide evidence of impact of simulation on nursing student knowledge. This study will provide information that may guide undergraduate nursing curriculum development specifically surrounding clinical hours. Objectives: To determine if there is a relationship between the number of hours of simulation received and student performance on a standardized exam. Plan: Challenges for clinical placements required innovative strategies to meet the clinical requirements within this organization. The use of simulation in place of clinical hours was being done, but cohorts were receiving different numbers of hours. A retrospective look at each of the cohorts was done to determine simulation hours received. Data was collected from each cohort’s HESI exam results and compared. Outcomes and Results: The analysis of data revealed that 6 hours of simulation is a minimum number of hours that will have a positive impact on student learning, and 12 hours showed the greatest impact on students within this study. The data does not appear to reach saturation one cannot prove that only 6 or 12 hours of simulation should be considered as all levels are statistically significant. One cannot prove that additional hours is a waste of time or that student learning has reached a plateau.

MODIFIKASI MODEL PEMBELAJARAN PROBLEM POSING DENGAN STRATEGI PEMBELAJARAN TUGAS DAN PAKSA

2019 ◽  
Vol 2 ◽  
Author(s):  
Lita Amalia ◽  
Alda Dwiyana Putri ◽  
Alfajri Mairizki Nurfansyah
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Learning Strategy ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Problem Posing ◽  
Reasoning Skills ◽  
The Impact ◽  
Answering Questions

The purpose of this paper is to describe the Problem Posing learning model with Task and Forced Strategy. As for the background of this writing is because of difficulties in understanding the material and also lack of enthusiasm of students in learning the material so that the impact on student learning outcomes is still low. The low student learning outcomes are, of course, many factors, one of which is the problem of applying a learning model that is still teacher-centered, so students tend to be passive. For this reason, the teacher can use the Problem Posing learning model that is modified by the task and force strategy (Task and Forced). Problem Posing learning model is a learning model that requires students to develop their systematic reasoning skills in making questions and answering questions. While the task and force strategy (Task and Forced) is a learning strategy that has little effect on students to complete the task until it is completed and on time to avoid the punishment given by the teacher as a consequence. So that students will be motivated in listening, understanding the material delivered and doing assignments on time. By combining this model and strategy can be a solution so that the learning process becomes quality.

Impact of quality management systems on teaching-learning processes

2016 ◽  
Vol 24 (3) ◽  
pp. 394-415 ◽  
Author(s):  
Francisco José Fernández Cruz ◽  
Inmaculada Egido Gálvez ◽  
Rafael Carballo Santaolalla
Keyword(s):  
Quality Management ◽  
Student Learning ◽  
School Quality ◽  
Learning Processes ◽  
Management Systems ◽  
Educational Institutions ◽  
Quality Management Systems ◽  
Content Type ◽  
Teaching Learning ◽  
The Impact

Purpose Quality management systems are being used more frequently in educational institutions, although their application has generated a certain amount of disagreement among education experts, who have at times questioned their suitability and usefulness for improving schools. The purpose of this paper is to contribute to this discussion by providing additional knowledge on the effects in educational institutions of implementing quality management systems. Specifically, this study investigates teachers’ and managers’ perception of the impact that quality management systems have on one essential dimension of schools, the teaching–learning processes, with impact being understood as sustained medium- and long-term organisational change. Design/methodology/approach The responses were analysed and classified into a set of sub-dimensions linked to quality management processes in a total of 29 Spanish primary and secondary education schools that have used such systems for at least three years. Findings The results showed that, according to the respondents, the following sub-dimensions were improving as a result of implementing quality management plans: teaching and learning processes, the analysis of student results, tutoring, consideration of attitudes and values and assessment processes. Conversely, quality management systems did not seem to have a clear impact on the teaching methodologies used by teachers or on family involvement in student learning. In fact, the perceived impact in these sub-dimensions varied among teachers of public and private schools as well as when comparing different regional autonomous communities. Originality/value As the main objective of a school is to guarantee student learning, one of the essential purposes of school quality assurance systems is to perform all the activities aimed at ensuring high levels of student performance.

EVALUATING THE IMPACT OF AN ARTS-BASED MULTIMEDIA KNOWLEDGE TRANSLATION ASSIGNMENT ON UNDERGRADUATE NURSING STUDENTS

2021 ◽  
pp. 105030
Author(s):  
Kendra L. Rieger ◽  
Kim M. Mitchell ◽  
Josie Bolianatz ◽  
Rasheda Rabbani ◽  
Nicole Harder ◽  
...  
Keyword(s):  
Nursing Students ◽  
Knowledge Translation ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
The Impact
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