The Effect of Parent Pressure and Peer Factors Affecting on the Performance of Nursing Students

Background: People cannot live alone in society. Basically people need social contacts that suit them. Sometimes they need parent’s help, love, care and guidance and some time they need friend’s intimacy, affection and love. The persons first contact is with parents and then with friends. Parent attachment is stronger during infancy and childhood whereas friend’s attachment is strong during adolescence. Attachment level varies with the ages and stages of life. This attachment influences their feelings, thinking, decisions and living styles. The persons first contact is with parents and then with friends. Aims: To assess the parental pressure and peer factors affecting the academic performance of nursing students studying in selected nursing college of Vadodara. Methods: A cross sectional research design was carried out for this study. The study was carried out on 300 students. Students were selected using stratified sampling technique. A five-point rating scale was used to assess the academic performance of students. Descriptive and inferential statistics such as mean, standard deviation, chi-square test were applied to analyze the data. Results: The effect of peer and parental pressure on the performance showed that more than half participants 61% (n=183) were having average intensity. And about 39% (n=117) of them were having high intensity. Conclusion: the present study concluded that majority of the students are having average intensity in their academics and some students are having high intensity in their academics.

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Academic Performance of Children with ADHD in Ile Ife, South West, Nigeria

Journal of Pediatric Neurology ◽

10.1055/s-0038-1636927 ◽

2018 ◽

Vol 17 (04) ◽

pp. 131-137

Author(s):

Oluwasola Julius OKE ◽

Ebunoluwa Aderonke Adejuyigbe ◽

Saheed B. Oseni ◽

Kolawole S. Mosaku

Keyword(s):

Academic Performance ◽

Rating Scale ◽

Cross Sectional Study ◽

Behavioral Disorder ◽

Continuous Assessment ◽

Older Children ◽

Cross Sectional ◽

Factors Affecting ◽

Children With Adhd ◽

Significant Difference

AbstractAttention deficit hyperactivity disorder (ADHD) is a neurobehavioral developmental disorder that affects attention and concentration of children. In Africa, there is a lack of information on academic performance of children with ADHD. This article aims to (1) determine the academic performance and intelligent quotient (IQ) of pupils with ADHD, (2) compare the academic performance and IQ of children with ADHD to those without ADHD, and (3) determine other factors affecting academic performance in children with ADHD. A community-based cross-sectional study was conducted in Ile Ife among pupils aged 5 to 12 years. They were screened with Disruptive Behavioral Disorder Rating Scale, IQs determined with the Draw-A-Person test (DAPT), the academic performance determined with academic performance questionnaire (APQ), and continuous assessment (CA) score for 2013/2014 session recorded. A total of 32.3% of 65 pupils with ADHD had low CA score, while 9.6% of 1,320 pupils without ADHD had low CA score. The CA score of pupils with ADHD was significantly lower (χ2 = 36.875, p = 0.001), particularly among older children aged 9 to 12 years (χ 2 = 4.135, p = 0.042). A total of 46.2% of 65 pupils with ADHD had subnormal IQ, while 47.2% of 1,320 pupils without ADHD had subnormal IQ. There was no significant difference between the IQ of children with ADHD and their peers without ADHD (χ2 = 0.023, p = 0.879). Children with ADHD had similar IQ as their peers without ADHD but lower CA score. The low academic performance in pupils with ADHD could be attributed to inattentiveness in the affected pupils.

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Knowledge levels of senıor nursing students about epilepsyHemşirelik son sınıf öğrencilerinin epilepsi hakkındaki bilgi düzeyleri

Journal of Human Sciences ◽

10.14687/jhs.v14i2.4532 ◽

2017 ◽

Vol 14 (2) ◽

pp. 1966 ◽

Cited By ~ 3

Author(s):

Havva Sert ◽

Serap Çetinkaya ◽

Ahmet Seven ◽

Meryem Pelin

Keyword(s):

Social Media ◽

Nursing Students ◽

Literature Review ◽

Health Personnel ◽

Demographic Characteristics ◽

Knowledge Level ◽

Cross Sectional ◽

Factors Affecting ◽

Knowledge Levels ◽

Senior Students

Aim: This study was conducted to determine knowledge levels and the factors affecting of senior nursing students about epilepsy.Method: The study was conducted descriptively and cross-sectional between 17-27 January 2017 with 168 nursing senior students who agreed to participate in the study. The data was collected on social media with questionnaire which was composed of the literature review by the researchers. 15 of the questions were about socio-demographic characteristics and 20 of questions were about epilepsy. Analysing of data were carried out in a computer program by using percentage, Mann-Whitney U and Kruskal Wallis-H test.Results: It was determined that mean score of the students' knowledge level about epilepsy is 81,10±7,27. There was a statistically significant relationship between where they got the information about epilepsy, care a patient previously had a seizure and mean scores of epilepsy knowledge level (p<0,05). It was determined that students ,who got information about epilepsy from the health personnel and those who care a patient previously had a seizure, had high mean scores.Conclusion: In the study, ıt was determined that nursing senior students’ knowledge level about the epilepsy is high; where they got the information about epilepsy, care a patient previously had a seizure affects epilepsy knowledge.Extended English abstract is in the end of PDF (TURKISH) file. ÖzetAmaç: Bu çalışma, hemşirelik son sınıf öğrencilerinin epilepsi hakkındaki bilgi düzeylerini ve etkileyen faktörleri belirlemek amacıyla yapıldı.Gereç ve Yöntem: Çalışma, 17-27 Ocak 2017 tarihleri arasında çalışmaya katılmayı kabul eden 168 hemşirelik son sınıf öğrencisiyle tanımlayıcı ve kesitsel olarak yapıldı. Çalışmanın verileri sosyal medya aracılığı ile toplandı. Verilerin toplanmasında araştırmacılar tarafından literatür taranarak oluşturulan, 15’i sosyo-demogrofik özellikleri, 20’si epilepsi hakkında bilgi durumlarını ölçmeye yönelik sorudan oluşan soru formu kullanıldı. Veriler; bilgisayar ortamında, yüzdelik, Mann-Whitney U ve Kruskal Wallis-H testleri kullanılarak değerlendirildi.Bulgular: Öğrencilerin epilepsi bilgi düzeyleri toplam puan ortalamalarının 81,10±7,27 olduğu belirlendi. Öğrencilerin epilepsi hakkında bilgiyi nereden aldığı ve daha önce nöbet geçiren hastaya bakma durumları ile epilepsi bilgi düzeyi toplam puan ortalamaları arasında istatiksel olarak anlamlı ilişki olduğu saptandı (p<0,05). Sonuç: Çalışmada hemşirelik son sınıf öğrencilerinin epilepsi hakkındaki bilgi düzeylerinin yüksek olduğu; epilepsi hakkında bilgiyi nereden aldığı ve daha önce nöbet geçiren hastaya bakım vermenin epilepsi bilgi durumunu etkilediği belirlendi.

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Self-Directed Learning Readiness of the Undergraduate Nursing Students: A Study from Eastern Nepal

Birat Journal of Health Sciences ◽

10.3126/bjhs.v6i1.37553 ◽

2021 ◽

Vol 6 (1) ◽

pp. 1263-1268

Author(s):

Namu Koirala ◽

Shyam P Kafle

Keyword(s):

Data Analysis ◽

Nursing Students ◽

Rating Scale ◽

Demographic Variables ◽

Self Directed Learning ◽

Cross Sectional ◽

Learning Readiness ◽

Undergraduate Nursing Students ◽

Undergraduate Nursing ◽

Directed Learning

Introduction: Self-directed learning is one of the concepts of learning which is mostly used in higher education, especially in the discipline of medicine and paramedics. Objectives: The objectives of this study were to assess the self-directed learning readiness of the undergraduate nursing students and to find out its association with selected demographic variables. Methodology: A descriptive, quantitative, cross-sectional study was undertaken among undergraduate nursing students from three nursing colleges of Eastern Nepal; from January 2019 to August 2020. The nursing colleges were randomly selected; one constituent nursing college and two colleges affiliated to Purbanchal University. Census sampling method was adopted and 565 students were enrolled. Ethical clearance was taken from the Institutional Review Committee of the institute. Data was collected using a self administered, valid and standard tool: Williamson's Self Rating Scale for Self-directed Learning (SRSSDL) via online google forms, then transferred to Microsoft EXCEL. Data analysis was done using SPSS 16.0 version. Mean, median, standard deviation, range, chi-square test, Mann Whitney U test and Kruskal Wallis H test were used for data analysis. Result: Overall Self-directed Learning score was 244.83±30.15. The majority of the respondents (79.3%) had high scores of SRSSDL (221-300) and 20.7% of the respondents had moderate levels of SRSSDL (141-220). The demographic variables didn't exert any significant effect on the overall level of SRSSDL but varied only with the sub-dimensions of SRSSDL. Conclusion: This study shows that overall self-directed learning among nursing students is moderate to high and the subdimensions have significant associations with demographics and academic level.

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Impact of paid work on the academic performance of nursing students

PeerJ ◽

10.7717/peerj.1838 ◽

2016 ◽

Vol 4 ◽

pp. e1838 ◽

Cited By ~ 8

Author(s):

Mery Constanza García-Vargas ◽

Mercedes Rizo-Baeza ◽

Ernesto Cortés-Castell

Keyword(s):

Academic Performance ◽

Nursing Students ◽

Grade Point Average ◽

Negative Impact ◽

Paid Work ◽

Cross Sectional ◽

Work Activity ◽

Grade Point ◽

Increased Risk ◽

The Impact

Background.Little research exists on the impact of paid work on academic performance of students of health sciences. No research exists on this subject for students in Colombia.Objectives.This paper seeks to analyze the impact of paid work on academic performance among nursing students. Design, settings and participants: cross-sectional research, involving 430 of nursing students from the National University of Colombia (N= 566).Methods.Variables analyzed: sex, age, work activity, attendance, current semester, degree subjects studied and unavailable, lost credits, grades during the second semester of 2013, and delayed semesters. Subgroups analyzed: (i) according to labor activity: do not work, work up to 20 h and work more than 20 h per week; (ii) Grade point average: failing is considered as less than 3.0 and passing 3.0 or above out of 5.0. Percentage of delayed semesters were calculated. Qualitative and quantitative variables were analyzed for groups by work activity. The percentage and probability of students getting a grade point average less than 3.0 and delaying semesters were calculated by multivariate logistic regression.Results. A total of 219 of the students work (50.9%), the main reason is socioeconomic, of which 99 (45.2%) work more than 20 h per week and have an increased risk of failing, which is higher in the first semester. They also get lower grades, lose more credits and take longer to finish the degree. The logistic bivariate regressions of success (grade point average, credits gained, courses gained and not having delayed semesters) reduce with work, above all in those who work more than 20 h per week and increase as the number of semesters completed increases, independent of sex.Conclusion.A high percentage of nursing students work more than 20 h per week. The compatibility of paid work with studies in university nursing students has a negative impact on academic performance, more so when they work more than 20 h per week. This negative impact diminishes as the student completes semesters, irrespective of the sex of the students.

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Absenteeism during Menstruation among Nursing Students in Spain

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17010053 ◽

2019 ◽

Vol 17 (1) ◽

pp. 53 ◽

Cited By ~ 6

Author(s):

Elia Fernández-Martínez ◽

María Dolores Onieva-Zafra ◽

Ana Abreu-Sánchez ◽

Juan José Fernández-Muñóz ◽

María Laura Parra-Fernández

Keyword(s):

Academic Performance ◽

Nursing Students ◽

Ad Hoc ◽

Negative Impact ◽

Negative Influence ◽

Nausea And Vomiting ◽

Online Questionnaire ◽

Cross Sectional ◽

Sleep Alterations ◽

New Strategies

Absenteeism can clearly have a negative impact on academic performance among university students. Certain experiences or symptoms such as menstrual pain are very common in women and can lead to absenteeism. The current study was aimed at examining the presence of menstrual experiences or symptoms and their impact upon absenteeism among healthy (illness-free) female university nursing students in Spain. A total of 299 students participated in this research, which was a descriptive cross-sectional, observational study. An ad hoc online questionnaire was used based on sociodemographic and gynecological data, together with the noted menstrual experiences; the most prevalent of which were bloating, which affected 87.3% of students; dysmenorrhea and irritability, which affected 76.3%; and fatigue, which affected 70.6%. Students with dysmenorrhea had a 6.95 higher (odds ratio (OR) 6.95; 95% confidence interval (CI) 3.39–14.25) odds of absenteeism; in those who reported dizziness, the odds of absenteeism was 4.82 times higher (OR 4.82; 1.76–13.23); in those who manifested nausea and vomiting, the percentage of absenteeism was 3.51 higher (OR 3.51; 95% CI 1.51–8.15); in those who presented sleep alterations, the odds were 2.95 higher (OR 2.95; 95% CI 1.39–6.25); and for those who felt depressed the odds were 2.18 times higher (OR 2.18; 95% CI 1.21–3.94) Absenteeism was found to be more likely in women with dysmenorrhea. However, in addition, higher odds of absenteeism were also found in women with nausea and vomiting, dizziness, sleep disorders, and those who feel depressed. These menstrual experiences can be considered a relevant problem among young women, leading to absenteeism, and a negative influence on academic performance. It is essential to raise awareness of the socioeconomic impact of absenteeism and establish new strategies for improving menstrual experiences.

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Depression, Stress, Emotional Support, and Self-Esteem among Baccalaureate Nursing Students in Thailand

International Journal of Nursing Education Scholarship ◽

10.2202/1548-923x.1165 ◽

2005 ◽

Vol 2 (1) ◽

Cited By ~ 32

Author(s):

Ratchneewan Ross ◽

Richard Zeller ◽

Pakvilai Srisaeng ◽

Suchawadee Yimmee ◽

Sujidra Somchid ◽

...

Keyword(s):

Nursing Students ◽

Baccalaureate Nursing ◽

Emotional Support ◽

Depression Scale ◽

Self Esteem ◽

Cross Sectional Study ◽

Baccalaureate Nursing Students ◽

Cross Sectional ◽

Factors Affecting ◽

Suicidal Ideas

Nursing students are valuable human resources. Detection of potential depression among nursing students is crucial since depression can lead to low productivity, minimized quality of life, and suicidal ideas. Identifying factors affecting depression among students can help nursing educators to find ways to decrease depression. The purpose of this study was to examine rates of depression and the associations between depression and stress, emotional support, and self-esteem among baccalaureate nursing students in Thailand. This correlational, cross-sectional study recruited 331 baccalaureate Thai nursing students. Students completed three instruments that had been translated into Thai: The Center for Epidemiology Studies Depression Scale, Perceived Stress Questionnaire, and Rosenberg Self-Esteem Scale. Another instrument created in Thai was used to measure emotional support. Results revealed that, when using the standard definition, 50.1% of the students were depressed. Stress was positively related to depression, whereas emotional support and self-esteem were negatively related to depression.

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Medical students’ perceptions of stress factors affecting their academic performance, perceived stress and stress management techniques

International Journal of Community Medicine and Public Health ◽

10.18203/2394-6040.ijcmph20181411 ◽

2018 ◽

Vol 5 (5) ◽

pp. 1791 ◽

Cited By ~ 1

Author(s):

Violet N. Pinto ◽

Sumit Wasnik ◽

Sumedha M. Joshi ◽

Deepa H. Velankar

Keyword(s):

Academic Performance ◽

Medical Students ◽

Stress Management ◽

Perceived Stress ◽

Clinical Teaching ◽

Mother Tongue ◽

Stress Factors ◽

Cross Sectional ◽

Factors Affecting ◽

Management Techniques

Background: Medical students during their training period to become competent physicians are themselves vulnerable to various stresses which can affect their health and academic performance. The objectives of the study were to study MBBS students perceptions of stress factors affecting their academic performance; to assess the perceived stress in the students; to identify the stress management techniques used by the students.Methods: A cross-sectional was conducted on 169 MBBS students in a private medical college in Navi Mumbai after taking their consent. Data collection was by pretested, pre-coded, semi-structured self-administered questionnaire. Statistical analysis was done by SPSS Version 20.0 and relevant tests for data analysis.Results: The mean PSS score in the students was 26.96 (SD=6.332). Moderate stress and severe stress were present in 37.3% and 1.1% students respectively. Perceived stress was significantly associated with female sex, mother tongue; vastness of curriculum, dissatisfaction with clinical teaching, competition with peers and high parental expectations. More than 50% students felt that they were not able to adequately manage their stress. The most commonly used stress management techniques were social media usage and engaging in hobbies/sports.Conclusions: There is an urgent need for conducting screening programmes for stress in medical students and implementing measures which will equip them with skills to manage their stress.

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Can reading too much make me run mad? Exploring students’ assumptions and academic performance

Global Psychiatry ◽

10.2478/gp-2019-0009 ◽

2019 ◽

Vol 2 (1) ◽

pp. 107-112

Author(s):

Kehinde Kazeem Kanmodi ◽

Olanrewaju Isaac Owoeye ◽

Almu Bello ◽

Linda Ekele Iyadi

Keyword(s):

Mental Illness ◽

Academic Performance ◽

Medical Students ◽

Nursing Students ◽

Community Health ◽

Cross Sectional Study ◽

Study Data ◽

University Teaching ◽

School Students ◽

Cross Sectional

AbstractObjectivesTo determine the prevalence of the assumption that ‘reading too much’ could cause madness (i.e., severe mental illness) among medical, nursing, and community health students, and also explore the relationship between these students’ status on this assumption and their academic performance.MethodsThis study was a cross-sectional study conducted among a convenient sample of medical, nursing, and community health students (n = 122) studying within the Usmanu Danfodiyo University Teaching Hospital campus, Sokoto, Nigeria. Study tool was a paper questionnaire, which obtained information on the demographic profile, awareness of ‘madness’, assumption that ‘reading too much’ is a cause of madness, and self-rating of the participants’ academic performance in their current course of study. Data collected was analysed using the SPSS version 20 software. Test of associations between variables were done using Chi square test.ResultsThe mean age of the 122 respondents was 27.3 years, majority (61.5%) of them were males, and 53.3% were medical students. More than half of the surveyed nursing students (54.2%) and community health students (55.6%), unlike the surveyed medical students (24.6%), had the assumption that reading too much could make them run mad. There was no statistically significant relationship between the assumption that ‘reading too much’ is a cause of mental illness and academic performance of the respondents.ConclusionAssumption that reading too much could cause madness is a fairly common phenomenon among the surveyed tertiary school students, irrespective of their level of academic performance. There exists the need to disabuse the minds of tertiary school students from the assumption that reading too much could make one run mad.

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Factors Affecting Students’ Preference for Nursing Education and their Intent to Leave: A Cross-sectional Study

The Open Nursing Journal ◽

10.2174/1874434602115010001 ◽

2021 ◽

Vol 15 (1) ◽

pp. 1-8

Author(s):

Faten Kandil ◽

Naglaa El Seesy ◽

Maram Banakhar

Keyword(s):

Saudi Arabia ◽

Nursing Education ◽

Nursing Students ◽

Role Models ◽

Intent To Leave ◽

Cross Sectional Study ◽

Nursing Profession ◽

Cross Sectional ◽

Factors Affecting ◽

Family Disagreement

Introduction:Insufficient research has been conducted into the factors that prompt young students to select nursing education as a profession in Saudi Arabia.Aim:The aim of the study is to identify factors affecting students' preference for nursing education and their intent to leave.Methods:This study follows a descriptive cross-sectional research design, with data collected by adapting the Tan-Kuick questionnaire to measure second-year nursing students’ (n=162) preference for nursing education and intent to leave one academic institution in Saudi Arabia.Results:Nursing image is identified as the major factor influencing the nursing students’ preference for nursing education in Saudi Arabia (69.89 ± 16.49), and parents' image of nursing is identified as the factor with the least amount of influence (34.52 ± 22.04). Additionally, more than half of the nursing students surveyed report intending to leave the nursing profession. Regarding the reasons for their intent to leave, a total of 70% of the surveyed nursing students report having no interest in the nursing profession. Family disagreement and societal image are also identified as common prompts to leave nursing.Conclusion:The study recommends the use of media to enhance the image of the nursing profession through the presentation of role models that talk to the students and encourage and motivate them to engage in the working life of a nurse. In addition, the study suggests replicating the longitudinal study for the same group in their third and fourth year of study to see if they leave the nursing profession.

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Relationship between Learning Styles and Academic Performance among Virtual Nursing Students: A Cross-Sectional Study

Education Research International ◽

10.1155/2021/8543052 ◽

2021 ◽

Vol 2021 ◽

pp. 1-6

Author(s):

Noushin Kouhan ◽

Maryam Janatolmakan ◽

Mansour Rezaei ◽

Alireza Khatony

Keyword(s):

Academic Performance ◽

Nursing Students ◽

Learning Styles ◽

Learning Style ◽

Academic Failure ◽

Cross Sectional Study ◽

Sectional Study ◽

Cross Sectional ◽

Grade Point ◽

The Relationship

Background. The lack of attention of nursing professors to students’ learning styles can cause academic failure. The results of studies on the relationship between students’ learning style and academic achievement are contradictory. Therefore, this study was designed to investigate the relationship between VARK learning styles and academic performance among virtual nursing students. Methods. In this cross-sectional study, 237 virtual nursing students were enrolled by the convenience sampling method. The VARK learning styles questionnaire was used for data collection. The basis for determining academic performance was the grade point average(s) (GPA) of the previous semester(s). Students were divided into two groups based on their GPA, including strong (GPA ≥15) and weak (GPA ≤14.99) groups. Results. In both strong and weak groups, most of the subjects were unimodal (with a frequency of 92.9% and 78.5%, respectively), and the rest were multimodal. The most common learning styles in strong and weak students were kinesthetic (57.1%) and auditory (37.2%), respectively. The results of chi-square test did not show statistically significant differences between learning styles and academic performance of strong and weak students. Conclusion. There was no significant relationship between the dominant learning styles and academic performance of strong and weak students. However, nursing professors need to adapt their teaching methods to the students’ learning styles. More studies are recommended to shed more light on this area of research.

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