The effect of classroom and clinical learning approaches on academic achievement in associate degree nursing students
View File(s)
Visitor Statistics
Visits vs Downloads
Visitors - World Map
Top Visiting Countries
Country | Visits |
---|
Top Visiting Cities
City | Visits |
---|
Visits (last 6 months)
Downloads (last 6 months)
Popular Works for Carrick, Jo Anne by View
Title | Page Views |
---|
Popular Works for Carrick, Jo Anne by Download
Title | Downloads |
---|
View Citations
Citations
While many students compete aggressively to enter into nursing schools, those who succeed have no guarantee they will be successful in their nursing studies, graduating, and passing the National Council Licensing Exam for Registered Nurses (NCLEX-RN®). This study's objective was to gain a better understanding of how nursing students approach learning and to determine what characterizes the successful student. The study's design was based on the theoretical framework of the students' approach to learning, which ultimately impacts on the students' learning outcome.
This study followed a non-experimental causal-comparative study design using the Revised Approach to Studying Inventory – Short Version (RASI-SV) to measure the students' use of deep, strategic, and surface learning approaches in the classroom and a modified RASI-SV for clinical learning to assess learning in the direct patient care environment. Both learning inventories were given to Associate Degree nursing students enrolled in an adult health nursing course. The study also compared the impact of the students' learning approach on their adult health nursing course grade, nursing GPA, and clinical performance level. Further analysis included examining the influence of the students' presage characteristics – gender, student type (adult or traditional age), and prior experience in a health care setting.
Results showed that Associate Degree Nursing students employ strategic learning in both the classroom and in the clinical environment as their predominant learning approach. However, when strategic learning is combined with a high level of deep learning; the students experienced more academic success. Results also showed a consistent negative correlation of surface learning with academic achievement.
In addition, the students' strategic and deep learning approaches scores were significantly higher (p<.001) in the clinical learning environment and the surface learning approach was lower in comparison to the learning approaches in the classroom. The deep clinical learning approach also had a positive impact on the students' course grades.
And finally, presage characteristics had limited impact on the students' learning outcomes. Adults had higher NGPA and students with prior experience in a patient care setting used less surface learning approaches and had higher clinical grades.
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3403181; ProQuest document ID: 365733901. The author still retains copyright.
This item has not gone through this repository's peer-review process, but has been accepted by the indicated university or college in partial fulfillment of the requirements for the specified degree.
Type | Dissertation |
Acquisition | Proxy-submission |
Review Type | None: Degree-based Submission |
Format | Text-based Document |
Evidence Level | Other |
Research Approach | Other |
Keywords | Nursing Education; Nursing Students; Student Achievements; Academic Success; Strategic Learning |
Grantor | Indiana University of Pennsylvania |
Advisor | Staszkiewicz, Mark; Rieg, Sue; Bieger, George |
Level | Doctoral-Other |
Year | 2010 |
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Related items
Showing items related by title, author, creator and subjects.
-
Academic success factors influencing linguistically diverse and native English speaking associate degree nursing students
Veal, Josie L.To address the healthcare needs of vulnerable populations, nursing educators should evaluate educational preparedness and identify which factors influence a successive academic trajectory in nursing school. A prospective ... -
The lived experience of associate degree nursing education: Conditions and barriers in the learning environment that shaped students' learning, identity development, and success
Del Prato, Darlene M.This qualitative study examined how 13 students, from 3 ADN programs, experienced nursing education. Students' constructed the formal curriculum in three central ways: knowledge acquisition as privileged, disconnect between ... -
Perceptions of associate degree nursing students regarding the effects of pervious work experiences on their academic progress
Davis, LatifahThe purpose of this basic qualitative study was to explore how ADN nursing students eligible to graduate, with prior or concurrent healthcare work experience, describe their academic experiences and progress in an associate ... -
Online clinical post-conference, face-to-face clinical post-conference: Effects on critical thinking in associate degree nursing students
Berkstresser, Kristie A.Nurse educators, at every level of pre-licensure nursing education, are charged with developing critical thinking skills within their students. Post-clinical conference is one teaching strategy that nurse educators can ... -
Nursing faculty experiences with interactive learning in the associate degree nursing classroom
Csonka, Katheryn M.The purpose of this basic qualitative study was to explore associate degree nurse faculty perceptions and experiences with the use of interactive learning in their classroom. Interactive learning is an approach to teaching ...