Online Learning in Graduate Health Programs: Andragogy, Lecture Preference, and the Effectiveness of Synchronous and Asynchronous Participation

Accelerated by the COVID-19 pandemic, graduate health programs have undertaken greater utilization of online learning, employing synchronous and asynchronous online lectures as a replacement for traditional face-to-face instruction. Although supported in previous literature as a method at least equally effective to traditional learning, online learning has been a source of frustration for students and instructors expecting face-to-face instruction. This dissertation project seeks to explore (1) the ways in which principles of andragogy have been implemented in graduate health programs in response to the COVID-19 pandemic, (2) the factors that contribute to preference for online method of lecture participation (synchronous or asynchronous) among graduate health students, and (3) if one method of online lecture participation (synchronous or asynchronous) is superior for students enrolled in traditional style graduate health programs and if it is in the student’s best academic interest to choose, based on preference, between synchronous and asynchronous lecture. This project includes a review of literature, a survey, and a post-test only quasi-experimental design to explore the preferences and performance of physical and occupational therapy students enrolled in graduate programs at a Midwestern university

Influence of Academic Self-Efficacy on the Early Academic Success of Underrepresented Minority Nursing Students Enrolled in the First Semester of a Baccalaureate Nursing Program

The identification of reliable predictors of early academic achievement is imperative for the retention and graduation of all nursing students, and particularly underrepresented minority (URM) students. Students with a high sense of academic self-efficacy exhibit greater persistence and interest in their academic performance, a premise that led to this investigation of self-efficacy as a variable affecting early academic success among baccalaureate nursing students. The purpose of this study was to (a) to determine if a significant relationship existed between academic self-efficacy and successful progression for first semester baccalaureate nursing students in general and URM students specifically, (b) determine the predictive ability of academic self-efficacy on progression, and (c) determine if ethnicity moderates the predictive effect of self-efficacy. Self-efficacy theory, which is grounded in social cognitive theory, was the framework for this study. A cross-sectional, descriptive research design was employed utilizing the College Academic Self-Efficacy Survey (CASES). Correlational analysis and logistic regression were conducted to test the hypotheses. Demographic variables were analyzed regarding their relationship to academic self-efficacy. Although statistical analysis did not support any of the proposed hypotheses, a statistically significant relationship was demonstrated between academic self-efficacy and overall GPA, which, for this population, may have implications for retention. Age and transferring from a four-year institution were significant predictors of progression for this population. Although this study was limited by its lack of generalizability and small sample size, further research related to the effects of academic self-efficacy on academic success are warrante

Chemistry Experiences of First-Year Nursing Students: The Interplay of Self-Efficacy, Anxiety, Prior Chemistry Experience and Academic Performance - A Mixed Method Approach

Previous research has established that students with a limited science background find chemistry difficult, with many nursing students experiencing anxiety and a lack of confidence when faced with studying chemistry as part of their degree. One strategy employed by the institution where this research was conducted to help alleviate stress and build confidence in students with a poor chemistry background has been to offer a non-compulsory, 3-day chemistry bridging course prior to the beginning of the semester. With Social Cognitive Theory and Cognitive Load Theory acting as a theoretical framework and employing a mixed method approach operating within a pragmatic paradigm, the purpose of this research was to investigate the chemistry experiences of first-year nursing students enrolled in a chemistry course in order to determine relationships between the key variables of self-efficacy, anxiety, prior chemistry experience, perceptions of chemistry and academic performance. The effectiveness of a 3-day chemistry bridging course was examined in light of these findings. A pilot study was conducted to develop appropriate chemistry self-efficacy and anxiety instruments. In the first phase of the predominantly explanatory sequential design of the main study, quantitative data (N=101) from the Chemistry for Nurses Self-efficacy Scale (CNSS) and Chemistry for Nurses Anxiety Scale (CNAS) obtained at the beginning and end of the chemistry component of Health Science I and qualitative data in the form of focus group interviews based on prior chemistry experience (N=27) were collected in parallel. During phase two, individual interviewees (N=6) reflected on the integrated findings from Phase 1. Factor analysis revealed four chemistry dimensions: cognitive self-efficacy (CS), laboratory self-efficacy (LS), test anxiety (TA), and laboratory anxiety (LA). The laboratory dimensions and demographic variables proved to be of little predictive use, but significant correlations were found between CS, TA, prior chemistry experience, perceptions of chemistry and academic performance. t-tests showed an increase in CS and enjoyment for all academic performance and prior chemistry experience groups as a result of studying chemistry in Health Science I. Further, TA decreased for the total cohort. Hierarchical regression showed that CS xviii and TA measured at the end of the course accounted for an additional 20.4% of the variance in academic performance after controlling for cognitive capacity and prior knowledge. A path model for academic performance was derived. In addition, themes of ‘connectivity’, ‘reductivity’ and ‘reflexivity’ emerged from the qualitative data, giving rise to a dynamic and interactive model for ‘learning and academic performance’ in chemistry. The 3-day bridging course was shown to be successful inraising CS due to the acquisition of foundation knowledge allowing participants to begin the semester at a level comparable with students who studied senior chemistry. Benefits in academic performance were noted for bridging course attendees when the distribution of scores in the low, average and high achievement groups was examined. These findings have implications for chemistry educators, particularly of the novice student, and recommendations for implementation are made

Ariel - Volume () Number 1

Copyright 1986 Arie

Improving Self-Efficacy and Nursing Knowledge in Cardiac Step-Down Unit Nurses

Improving Self-Efficacy and Nursing Knowledge in Cardiac Step-Down Unit Nurses Abstract The Cardiac Step-Down Unit (CSDU) is a fast-paced, high-acuity patient unit that consists of patients with a variety of complex medical issues. Many nurses working on this CSDU have worked as a nurse for three years or less, many being new graduates. Each CSDU patient has multiple nursing needs, some of which the nurses have not received additional education or training. This can lead to stress and frustration on the part of the nurse, and less than optimal care for the patient. The purpose of this quality improvement (QI) initiative was to explore the effect of an evidence-based cardiac education program on the nurses’ level of self-efficacy and cardiac nursing knowledge. A one-group, pre- and post-test design with a convenience sample was performed using the General Self-Efficacy Scale (GSE) and test questions based on the American Association of Critical Care Nurses (AACN) progressive care certification exam. The independent variable was the evidence-based cardiac education program presented, and the dependent variable was the CSDU nurses’ level of self-efficacy and nursing knowledge. The data was analyzed to determine if a correlation existed between the intervention and the dependent variables. In the paired samples t-test for self-efficacy, the pre- and post-test results were statistically significant (t= -11.640, p=.000), and for nursing knowledge (t= -15.285, p=.000), also significant, showing an increase in both self-efficacy and nursing knowledge after the education program. As patient care continues to increase in complexity, nurses need to meet the ongoing challenges that go along with it. While this project demonstrated an increase in self-efficacy and nursing knowledge in these nurses, additional research is needed to determine the most effective educational interventions for nurses in various clinical settings. Key words: Nurse retention, DNP project, high-acuity nursing units, nursing educatio

Determining the Relationship Between First Time Therapist Multiple Choice Exam High Cut and Clinical Simulation Exam Pass Rates of Recent Respiratory Therapy Graduates From an Ohio University and Their Well-Being and Persistence

A recent trend in health care education, especially in respiratory therapy (RT), is the decline of applications to undergraduate programs. With the aging population and projected increase in health care costs, the future RT workforce will need to be strong and increase by 23% in the next 10 years. With applications to RT programs down 42%, recruitment has become an issue of utmost importance. The purpose of this research is to determine the relationship between first time Therapist Multiple Choice (TMC) exam high cut and Clinical Simulation Exam (CSE) pass rates of recent respiratory therapy graduates from an Ohio university and their self-efficacy and persistence. Additionally, this study seeks to identify current recruitment strategies in higher education, health science and RT education and develop a framework for future recruitment to the field. Results show that with 85% accuracy, high levels of persistence will predict credentialing exam success on the first attempt. There is a statistically significant positive predictive relationship between level of persistence and TMC high cut and CSE first time pass rates (p=0.17). Current strategies noted were exploration courses, involvement fairs, reputation, and personal faculty representation. A future RT framework should include positive experiences with faculty and alumni and digital platforms and courses highlighting RT program achievements

Impact of an Innovative Classroom on BSN Students\u27 Self-Efficacy and Academic Performance

The critical shortage of registered nurses (RNs) in the United States has led to increased enrollment in nursing schools, but the number of graduates is still decreasing, as nursing students struggle and fail in upper division courses. There is a significant gap in knowledge concerning students\u27 self-efficacy (SE) as a factor directly influencing students\u27 academic performance. The problem examined in this correlational study was the impact of collaborative learning in an innovative classroom setting on Bachelor of Science in Nursing (BSN) students\u27 SE and academic performance. Framed by Bandura\u27s theory of SE, the research questions examined the relationship between students\u27 SE scores at the beginning and end of the innovative course, and their end-of-course grade. The sample included 22 students from one nursing class (N = 22) in an undergraduate-level nursing program in Texas. Data sources included disaggregated student grades and an anonymous, online survey. Analyses included Chi-square and Pearson\u27s r correlation of the data. Results indicated SE scores at the end of the course were higher than they were at the beginning of the course, which provided an initial understanding of the impact of the innovative learning environment on BSN students\u27 academic performance, but were not statistically significant and could not, therefore, disprove the null hypothesis. This study indicates that student nursing courses could increase student self-efficacy, which would result in a positive impact in hospital and clinic support for United States citizens

Locus of Control & Motivation Strategies for Learning Questionnaire: Predictors of Student Success on the ATI Comprehensive Predictor Exam & NCLEX-RN Examination

ABSTRACT The two purposes of this study were to determine whether locus of control (LOC) was predictive of how a student would perform on the ATI Comprehensive Predictor Exam and the NCLEX-RN, and if the Motivated Strategies for Learning Questionnaire (MSLQ) provided information that would help determine predictors of success on these two exams. The study examined additional variables prominent in the literature including but not limited to, the number of Cs a person earned while in nursing school, and grades in courses such as pharmacology, pathophysiology, and medical/surgical nursing. The influence of a job was also investigated. It was believed that an individual with an internal locus of control (LOC) would be more likely to be successful on the ATI Comprehensive Predictor Exam and the NCLEX-RN. Internal LOC was found to be statistically significant related to the NCLEX-RN. Using logistic regression a student with an internal LOC when entered into the model with the ATI Comprehensive Predictor Exam was 6.7 times more likely to pass the NCLEX-RN. Using regression analysis this was not found to be true in relationship to the ATI Comprehensive Predictor. The model that was the best predictor of a student's success on the ATI exam included the MSLQ subscales of Test Anxiety, Organization, Self-Regulation, Pharmacology course, the first Medical/Surgical class, Job not healthcare related, and the ATI Medical/Surgical Content Mastery Exam. These seven variables were the best at predicting success. A sub-hypothesis related to student performance on the ATI Medical/Surgical Content Mastery Exam believed that a student with an internal LOC would be more successful, this did not prove to be true. The students with an external LOC had pass rate of 50% on the exam at a Level two proficiency compared to 45.28% passing with an internal LOC. The number of students in the sample that were determined to have an external LOC was very small (n=12) while the results in this study were not statistically significant it is possible that a sample with a larger sample of students with an external LOC may produce different results. An additional finding was a student working in a healthcare related job or not working scored 2.278 points higher on the ATI Comprehensive Predictor Exam than those working in a non-healthcare related job. The second hypothesis examined the MSLQ subscales that were predictive of success on the two exams. In terms of the ATI Comprehensive Predictor Exam the subscales that entered into the model were test anxiety, organization, and self-regulation. When determining the MSLQ subscales that were important related to success on the NLCEX, control of learning beliefs and organization were the only two subscales in the model. Those subscales statistically significant in terms of a student achieving Level 2 proficiency on the ATI Medical/Surgical Content Mastery Exam were test anxiety, rehearsal, organization, and peer learning. When evaluating test anxiety it was determined that as the MSLQ test anxiety score increased for the individual, the odds of passing decreased. Of the individuals with a test anxiety subscale score of 2.9 (scale of 1-7) or less all were successful on the NCLEX-RN. Results indicated that of those students with a test anxiety subscale score of 5.0 or higher, ten students failed the ATI Comprehensive Predictor Exam and four students failed the NCLEX-RN. An additional hypothesis stated that a student's results on the ATI Medical/Surgical Content Mastery Exam would be predictive of his or her performance on the ATI Comprehensive Predictor Exam. This hypothesis was found to be true. A student scoring at Level II proficiency (mastery of content per ATI Faculty Resource Guide, 2007) was likely to score 4.391 points higher than a student at Level 1 proficiency. As the level of proficiency increased so did the percentage of passing the NCLEX-RN. A student who scored below level one had a 58.33% pass rate on NCLEX-RN compared to a level two proficiency pass rate of 92.68%. When looking at student grades in the first medical/surgical course only 70.59% of the students obtaining the letter grade of C passed the NCLEX-RN. The percentage improved with the second medical/surgical course, 80.77% of students with a C passed. Of those students earning a C in pharmacology only 75% of the students passed the NCLEX-RN

Factors contributing to failure of student nurses in biological nursing sciences: KwaZulu-Natal College of Nursing

Biological nursing science, also known as Bioscience, is a difficult subject or module in nurse training and education worldwide. In the four-year comprehensive nursing diploma programme, Biological Nursing Science (BNS) is one of the core subjects taught in the first year. One of the major bioscience concepts integrated in the undergraduate nursing curriculum is Anatomy and Physiology (A&P). It is essential for students to pass A&P before enrolling for GNS because the two subjects provide details of the normal structures of the body and how they function, which is the foundation of GNS. The failure of students in BNS (Anatomy and Physiology) enrolled for the Diploma in Nursing (General, Psychiatry and Community) and Midwifery is of great concern to the nurse educators and campus principals at the KwaZulu-Natal College of Nursing. The results for the BNS module between 2014 and 2017 indicated that students had problems with the course. Accordingly, the researcher wished to determine the factors that contributed to student failure in BNS (Anatomy and Physiology) in the KwaZulu-Natal College of Nursing. The aim of the study was to identify factors that contributed to the BNS failure rate and make recommendations to improve the pass rate in BNS. The researcher used Jeffreys’ (2013) NURS model as the conceptual framework to examine the influence of student profile characteristics, academic factors, environmental factors and psychological outcomes on Anatomy and Physiology performance. A quantitative, non-experimental, descriptive research design was selected to describe, explain, and predict factors contributing to students’ failure in BNS. Data was collected from 114 respondents by means of a Likert scale-based self-administered structured questionnaire.The study found that shorter breaks between lectures, which caused exhaustion; the one-day study time between examinations; two hours for the subject examination, and educators not involving students in lessons or providing after-class sessions were among the factors contributing to the high failure rate. It is recommended that the curriculum allow sufficient notional hours for teaching; learner support programmes be introduced to assist students who need help; examination timetables be adjusted to allow adequate study and preparation time, and educators involve students in active learning. Recommendations are also made for further research.Health StudiesM.A. (Health Studies

MountainRise, Volume 2, Number 2

Volume 2, Number 2 (2005). MountainRise, an open, peer-reviewed, international electronic journal, was published by the Coulter Faculty Commons for Excellence in Teaching & Learning at Western Carolina University. Originating in the ancient mountains of western North Carolina, MountainRise served as an international vehicle for the Scholarship of Teaching & Learning (SoTL). MountainRise applied insightful scholarly methodologies to the processes of teaching and learning. The aim of the journal was to foster a higher education culture that embraced innovation in teaching and learning