scholarly journals The effect of career commitment on academic success among undergraduate baccalaureate nursing students

2019 ◽  
Vol 9 (8) ◽  
pp. 59
Author(s):  
Kimberly D. Kennel
Keyword(s):  
Academic Success ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Nursing Student ◽  
Clinical Laboratory ◽  
Statistical Significance ◽  
Career Commitment ◽  
Baccalaureate Nursing Students ◽  
Critical Determinant ◽  
Career Options

Background: The ability of students, specifically in higher education environments, to persist is a critical determinant of academic success. Student success is especially precarious within programs of nursing, where curricula include clinical, laboratory, and didactic content. Identifying and describing the barriers and facilitators to nursing student persistence provides a blueprint to appropriately use financial and human resources as well as determine the effect student demographic variables has on desiring, attending, or benefiting from academic interventions.Methods: A descriptive study was used to examine the relationship between the independent variable of self-assessed career commitment, and the dependent variable of academic success among undergraduate nursing students enrolled in a required blended course.Results: Despite no statistical significance between career commitment and academic success, it should be noted that the failing population had a higher mean score of TTF (Tendency to Foreclose) M = 32.75 than the passing population M = 31.54, which may that those students who failed may tend to prematurely commit to nursing as a career choice without a true exploration of possible career choices. The VEC (Vocational Exploration Commitment) M = 41.59 was higher in the passing population than the failures with a M = 37.50, which may indicate those that passed had explored all career options before committing to nursing as a career choice.Conclusions: The outcome of this study can guide further research concerning career commitment and career exploration interventions since the process of career commitment is a task for all college students, including those who choose nursing as they identify how they will meet their career goals. Framed by Tinto’s Theory of Student Departure, this study assessed the effect of career commitment on academic success among undergraduate baccalaureate nursing students.

scholarly journals Predictors of Academic Success in Baccalaureate Nursing Students: Is ATI TEAS Predictive

2019 ◽  
pp. 1-7
Author(s):  
Kathleen F. Tate
Keyword(s):  
United States ◽  
Academic Success ◽  
Nursing Students ◽  
Registered Nurses ◽  
Baccalaureate Nursing ◽  
Nursing Shortage ◽  
The Elderly ◽  
The United States ◽  
Baccalaureate Nursing Students ◽  
Predictors Of Academic Success

The population of the U.S. is aging, and the prevalence of chronic diseases is increasing. By 2030 the elderly population of the United States will be twice that of the current senior population, and the national demand for Registered Nurses (RNs) is expected to grow by approximately 21%. Nurses make up the single largest health profession in the United States. The nursing workforce is also aging. The average age of a registered nurse is 48.8 years old. Fifty percent of RNs are age 50 or older, and 12.4% are age 65 or older [1]. The problem is clear; unless more registered nurses enter the field, a critical nursing shortage will exist. The most distressing factor related to the predicted nursing shortage is the number of students who choose a career in nursing, enroll in a program, and fail to graduate, or graduate and fail to pass the NCLEX-RN on the first attempt. The purpose of this study was to determine whether there is a predictive relationship between academic success in baccalaureate nursing students and essential academic skills of reading, English, math, and science. Using a retrospective, correlational study design, the research revealed that there are indeed predictors of academic success.

Comparison of Baccalaureate Nursing Students' Experience of Video-Assisted Debriefing versus Oral Debriefing following High-Fidelity Human Simulation

2015 ◽  
Vol 6 (2) ◽  
pp. 40-49 ◽  
Author(s):  
Colleen Royle ◽  
Kathleen Hargiss
Keyword(s):  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Statistical Significance ◽  
Baccalaureate Nursing Students ◽  
High Fidelity ◽  
Innovative Teaching ◽  
First Semester ◽  
Video Assisted ◽  
Quasi Experimental ◽  
Human Simulation

High-Fidelity Human Simulation (HFHS) is used in many disciplines, including nursing, as an innovative teaching pedagogy that offers an active learning process. The simulation process involves a number of stages with the most critical stage identified as debriefing. The main focus of debriefing is to stimulate reflection and encourage communication while exploring the emotions of the participants. These emotions assist in framing the experience that aids in enhancement of learning for the student. This quantitative, quasi-experimental study explored the comparison of two debriefing processes, video-assisted and oral, by assessing the students' opinion of the debriefing experience and the students' rating of the importance of the debriefing experience. Participants were first semester baccalaureate nursing students. The overall finding and the four subscales for both dependent variables showed no statistical significance. This article provides further evidence to guide educators to a preferred method of debriefing students after a simulated experience.

Comparison of Baccalaureate Nursing Students' Experience of Video-Assisted Debriefing vs. Oral Debriefing Following High-Fidelity Human Simulation

2021 ◽  
pp. 53-62
Author(s):  
Colleen Royle ◽  
Kathleen Hargiss
Keyword(s):  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Statistical Significance ◽  
Baccalaureate Nursing Students ◽  
High Fidelity ◽  
Innovative Teaching ◽  
First Semester ◽  
Video Assisted ◽  
Quasi Experimental ◽  
Human Simulation

High-Fidelity Human Simulation (HFHS) is used in many disciplines, including nursing, as an innovative teaching pedagogy that offers an active learning process. The simulation process involves a number of stages with the most critical stage identified as debriefing. The main focus of debriefing is to stimulate reflection and encourage communication while exploring the emotions of the participants. These emotions assist in framing the experience that aids in enhancement of learning for the student. This quantitative, quasi-experimental study explored the comparison of two debriefing processes, video-assisted and oral, by assessing the students' opinion of the debriefing experience and the students' rating of the importance of the debriefing experience. Participants were first semester baccalaureate nursing students. The overall finding and the four subscales for both dependent variables showed no statistical significance. This article provides further evidence to guide educators to a preferred method of debriefing students after a simulated experience.

scholarly journals Junior baccalaureate nursing students: Factors that predict success

2020 ◽  
Vol 10 (12) ◽  
pp. 1
Author(s):  
Ellen M.T. Smith
Keyword(s):  
Nursing Education ◽  
Academic Success ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Baccalaureate Nursing Students ◽  
Early College ◽  
Sat Scores ◽  
Grade Point ◽  
Baccalaureate Education ◽  
Predict Academic Success

Baccalaureate nursing education strives toward comprehensive preparation of diverse nursing students to meet current healthcare workforce demands. Identification of factors that predict academic success is imperative to meet this goal. The purpose of this study was to discover whether specific academic and noncognitive variables predicted baccalaureate nursing students’ academic success, as defined by junior-year grade point average (GPA) and persistence in nursing education. This post-facto correlational study was conducted over two semesters. Junior year nursing students (N = 150) answered the Short Grit Survey and the Noncognitive Questionnaire, and their academic records were examined for previous college grades (GPAs) and SAT scores. Demographic groups were compared using t-tests, and the data were regressed on junior-year student GPAs and persistence in the major to determine predictors of success. Several significant differences between the participant group responses were noted. Only early-college GPAs predicted junior-year success. SAT scores, grit and noncognitive factors, as well as demographic variables, did not predict academic success. These results inform baccalaureate education programs about priorities for admitting and advising students, and support the use of early-college GPAs to predict the academic success of junior-year baccalaureate nursing students.

Comparison of Baccalaureate Nursing Students' Experience of Video-Assisted Debriefing vs. Oral Debriefing Following High-Fidelity Human Simulation

2018 ◽  
pp. 238-247
Author(s):  
Colleen Royle ◽  
Kathleen Hargiss
Keyword(s):  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Statistical Significance ◽  
Baccalaureate Nursing Students ◽  
High Fidelity ◽  
Innovative Teaching ◽  
First Semester ◽  
Video Assisted ◽  
Quasi Experimental ◽  
Human Simulation

High-Fidelity Human Simulation (HFHS) is used in many disciplines, including nursing, as an innovative teaching pedagogy that offers an active learning process. The simulation process involves a number of stages with the most critical stage identified as debriefing. The main focus of debriefing is to stimulate reflection and encourage communication while exploring the emotions of the participants. These emotions assist in framing the experience that aids in enhancement of learning for the student. This quantitative, quasi-experimental study explored the comparison of two debriefing processes, video-assisted and oral, by assessing the students' opinion of the debriefing experience and the students' rating of the importance of the debriefing experience. Participants were first semester baccalaureate nursing students. The overall finding and the four subscales for both dependent variables showed no statistical significance. This article provides further evidence to guide educators to a preferred method of debriefing students after a simulated experience.

Predictors of academic success in first semester baccalaureate nursing students

2009 ◽  
Vol 37 (3) ◽  
pp. 411-417 ◽  
Author(s):  
Virginia M. Peterson
Keyword(s):  
Academic Success ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Self Efficacy ◽  
Environmental Variables ◽  
Self Esteem ◽  
Baccalaureate Nursing Students ◽  
Student Attrition ◽  
Convenience Sample ◽  
First Semester

Recently the number of students graduating from nursing programs has been insufficient to replace nurses leaving the workforce. The attrition rate for students entering baccalaureate nursing education programs is approximately 30%, with most (82.3%), leaving in their first semester of study (Morgan, 2001). Schools of nursing need to establish ways to decrease student attrition from programs. This study was an attempt to determine whether self-esteem, self-efficacy, and environmental variables are predictors of student attrition in first-semester baccalaureate nursing students, using a descriptive correlational design to explore the relationship between these variables in a non-probability convenience sample of 66 first semester baccalaureate nursing students. No statistically significant relationship between self-esteem, self-efficacy, or environmental variables and student attrition was revealed.

Assessing baccalaureate nursing students’ knowledge and attitudes of social determinants of health after a health equity simulation

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Quyen Phan ◽  
Naomi Johnson ◽  
JoAnna Hillman ◽  
Daniel Geller ◽  
Laura P. Kimble ◽  
...  
Keyword(s):  
Nursing Students ◽  
Social Determinants Of Health ◽  
Health Equity ◽  
Social Determinants ◽  
Baccalaureate Nursing ◽  
Baccalaureate Nursing Students ◽  
Determinants Of Health ◽  
Marginalized Populations ◽  
Knowledge And Attitudes ◽  
The Impact

AbstractObjectiveFor nursing students, competency in population health management involves acquiring knowledge and forming attitudes about the impact of the social determinants of health (SDoH) on health equity. The purpose of this pilot study was to assess nursing students’ knowledge and attitudes about the SDoH and health equity following a focused simulation activity.MethodBaccalaureate nursing students (N=182) participated in a ninety-minute health equity simulation and a post-simulation debrief. Forty-four students (23%) completed a 19-item post-simulation survey.ResultsSixty-four percent of participants reported positive attitude change in working with marginalized populations caused by the SDoH, and 89% reported being knowledgeable about the role of the registered nurse in addressing health equity. Seventy-five percent reported enhanced knowledge of the SDoH through the health equity simulation.ConclusionUsing health equity simulation may be effective in enhancing students’ knowledge, as well as their attitudes in caring for the health of marginalized populations by addressing the SDoH.

Breastfeeding Experiences of Baccalaureate Nursing Students: A Qualitative Study

2020 ◽  
pp. 089033442097998
Author(s):  
Cheryl Langford ◽  
Marcella Gowan ◽  
Monica Haj
Keyword(s):  
Nursing Students ◽  
Health Care Providers ◽  
Baccalaureate Nursing ◽  
Community Support ◽  
Baccalaureate Nursing Students ◽  
Care Providers ◽  
Structured Interviews ◽  
Breastfeeding Support ◽  
Cross Sectional

Background Students returning to school who are breastfeeding face unique challenges. There is limited literature on breastfeeding university students. Several researchers have studied breastfeeding employees in the workplace. Institutions of higher education closely mimic the employment environment. Breastfeeding college students who express their milk while at school share similar challenges to employed mothers. A baccalaureate nursing program is rigorous and little is known about the challenges facing breastfeeding student nurses returning to classes. Research aim To explore the breastfeeding experience of baccalaureate nursing students. Methods Our study was a cross-sectional descriptive qualitative design. Purposive sampling was used to enroll participants ( N = 12). In depth, semi-structured interviews were conducted. Qualitative thematic analysis was used to analyze the data both manually and using Dedoose QDA software. Results An overarching theme of pervasive conflict between the role of the breastfeeding mother and the role of the student nurse surfaced. Three interrelated organizing themes also emerged; challenging, vulnerability, and resilience. Time constraints, self-care versus role demands, and structural accommodations contributed to the challenges. Only one participant indicated a knowledge of her breastfeeding rights. All of the participants expressed gratitude for faculty and community support, regardless of conflicts. Conclusion Breastfeeding participants were both vulnerable and resilient. Faculty may improve experiences through providing specific areas of support. A breastfeeding support policy outlining student rights and faculty responsibilities is needed to educate, guide, and enforce protections. Health care providers may enhance breastfeeding students’ experiences through anticipatory guidance, education, and continued support.

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