Academic success of undergraduate nursing students

Denham, Sharon A.; Tietze, Mari; Allam, Zoheb; Talleff, Jennifer L.; Schrum, Nola; Tao, Wang

doi:10.1016/j.nepr.2018.08.013

Cited by 20 publications

(28 citation statements)

References 15 publications

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“…Mutual respect between students and educators with cultural differences enhances learning (Fuller, 2013; Onovo, 2019; Scheele et al, 2011). One of the hindrances faculty members have in cultivating a nurturing and culturally inclusive environment for ESL students may be secondary to their own personal deficits in knowing how to engage with this population of students (Bosher & Bowles, 2008; Brown, 2008; Crawford & Candlin, 2013a; Debrew et al, 2014; Denham et al, 2018; Hansen & Beaver, 2012; Koch et al, 2011; Olson, 2012; Salamonson et al, 2008; Scheele et al, 2011; Speece, 2012; Starr, 2009; Suliman & Tadros, 2011; Tan, 2009; Wang et al, 2008). Wang et al (2008) suggested that universities and their faculties may not fully understand the needs of ESL nursing students and are consequently inadequately prepared to provide them with a quality personalized educational experience.…”

Section: Faculty Support Of Integrationmentioning

confidence: 99%

“…Nurse faculty need to become more culturally competent and foster a learning environment that is sensitive to diversity and inclusion (Denham et al, 2018; Du & Wei, 2015; Fuller, 2013; Greenberg, 2013; Hansen & Beaver, 2012; Jeong et al, 2011; Malecha et al, 2012; Mareno & Hart, 2014; McDermott-Levy, 2011; Onovo, 2019; Scheele et al, 2011). Campbell (2008) shared that faculty should not only be cognizant of various learning styles of students but also be empathetic to the reluctance of some students to question authority because of cultural norms.…”

Section: Faculty Support Of Integrationmentioning

confidence: 99%

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English-As-A-Second-Language (ESL) Nursing Students’ Academic Integration: A Review of Literature

Sailsman

2021

Nurs Educ Perspect

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AIM The purpose of this literature review is to provide nurse educators with the evidence necessary to support future research and expansion of programs for English-as-a-second-language (ESL) nursing students. BACKGROUND Nursing education has expanded significantly in response to the Institute of Medicine's 2010 call for an increase in the number of baccalaureate-prepared nurses. The demographics of nursing students have also grown to include those who are ethnically and linguistically diverse. This literature review presents a robust compilation of evidence providing insight into the integration experience of nursing students from diverse cultural and language backgrounds. METHOD Peer-reviewed articles, along with other seminal sources, were identified. RESULTS The evidence highlights student challenges with academic language, cultural stressors, and faculty support. CONCLUSION Findings indicate that ESL nursing students experience challenges with academic integration. Future research can provide insight into how these students navigate specific learning environments.

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Section: Faculty Support Of Integrationmentioning

confidence: 99%

Section: Faculty Support Of Integrationmentioning

confidence: 99%

English-As-A-Second-Language (ESL) Nursing Students’ Academic Integration: A Review of Literature

Sailsman

2021

Nurs Educ Perspect

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“…An intensive analysis on student success by (Kuh et al, 2007) concluded success is a multiple desired outcomes. Other researchers indicated that high grades are not always precise in measurement learning ability (Kuncel and Hezlett, 2007;Denham et al, 2018;Gunawan, 2018;van der Zanden et al, 2018;Lilleholt et al, 2019). High grades, however, might mislead the teachers on student success concept.…”

Section: Introductionmentioning

confidence: 99%

Assessment for Student Success: Delivering High-Quality Modules and Improving Educational Methods in Civil Engineering Program

Abushandi

2021

JESR

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There are many internal and external factors influence student success such as optimization of student support services, campus resources, teaching methods and learning outcomes achievement, and many others. Understanding student success due to the global declining quality of undergraduate engineering students is very demanding. Post training or re-educating graduates is expensive and time consuming and can be prevented by if structured educational process took a place. The aims of this study were to identify student’s success related factors and assess how a new teaching method will impact student success. Assessment of student success within civil engineering major was analyzed. After conducting the teaching method, a structured reflective questionnaire was carried out among 50 students targeting two modules namely traffic and transportation engineering from level three, and introduction to structural analysis and design from level two. Students’ satisfaction and teaching method effectiveness emerged as significant indictors of student success. Statistical analysis was performed to evaluate student responses. Person correlation and Multiple Linear Regression were used to test and predict the relationships between the variables mainly gender, teaching method effectiveness, and overall evaluation. Gender plays a moderate to strong role in the response for method effectiveness indicator and overall evaluation indicators. The performance of Multiple Linear Regression was exceptionally well with very low average relative error (5%). Students are more likely to be engaged onsite rather than online to adjust their need and trigger academic support. Improving student support services, student’s engagement, and update module materials to be more problem based are recommended to ensure students success. In addition, proper student’s feedback analysis, formative and summative assessments were primary tools to improve teaching practices. Received: 26 November 2020 / Accepted: 27 January 2021 / Published: 5 March 2021

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“…[6] Even though SOCs are more likely to earn baccalaureate degrees, they are also at risk for withdrawing or being dismissed from nursing education programs. [6][7][8] The college admission process for nursing major applicants relies on academic markers such as high school grade history and standardized test scores. [5] Some nursing programs also rely on commercial entrance examinations and prior science grades in an attempt to admit applicants who are more likely to succeed.…”

Section: Introductionmentioning

confidence: 99%

“…[5] Some nursing programs also rely on commercial entrance examinations and prior science grades in an attempt to admit applicants who are more likely to succeed. [9][10][11] Attrition imposes unacceptable financial and social costs for students as well as higher education institutions, [6,7,11] and slows progress toward meeting nursing workforce demands.…”

Section: Introductionmentioning

confidence: 99%

Junior baccalaureate nursing students: Factors that predict success

Smith

2020

JNEP

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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.

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Academic success of undergraduate nursing students

Cited by 20 publications

References 15 publications

English-As-A-Second-Language (ESL) Nursing Students’ Academic Integration: A Review of Literature

English-As-A-Second-Language (ESL) Nursing Students’ Academic Integration: A Review of Literature

Assessment for Student Success: Delivering High-Quality Modules and Improving Educational Methods in Civil Engineering Program

Junior baccalaureate nursing students: Factors that predict success

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