Development of a Persistence Scale for Online Education in Nursing

Hart, Carolyn

doi:10.5480/12-993.1

Cited by 11 publications

(16 citation statements)

References 6 publications

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“…The 62% completion rate by students who began coursework is consistent with rates of 50% to 80% reported by other graduate, health, distance education programs and likely reflects the realities of students who seek distance education . Across disciplines, on‐site programs tend to have higher completion rates than distance education programs . It is thought that students choosing distance education may think they cannot succeed in traditional programs because of their complex lives involving obligations to children, aging parents, employment, and mortgages .…”

Section: Discussionsupporting

confidence: 65%

“…17,18 Across disciplines, on-site programs tend to have higher completion rates than distance education programs. 18,21,22 It is thought that students choosing distance education may think they cannot succeed in traditional programs because of their complex lives involving obligations to children, aging parents, employment, and mortgages. 18 Reliable information on completion of midwifery and nurse-practitioner programs is not publicly available for easy comparison, and comparison of program completion between institutions is hindered by lack of standardized definitions for terms such as attrition, retention, persistence, graduation rate, and student return.…”

Section: Discussionmentioning

confidence: 99%

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Prior Work and Educational Experience Are Not Associated With Successful Completion of a Master's‐Level, Distance Education Midwifery Program

Niemczyk¹,

Cutts²,

Perlman³

2018

J Midwife Womens Health

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Section: Discussionsupporting

confidence: 65%

Section: Discussionmentioning

confidence: 99%

Prior Work and Educational Experience Are Not Associated With Successful Completion of a Master's‐Level, Distance Education Midwifery Program

Niemczyk¹,

Cutts²,

Perlman³

2018

J Midwife Womens Health

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“…The present study has uncovered a similar issue in an education programme of shorter duration, even when the majority of content was delivered face to face. Work is underway to develop tools for identifying individuals who are likely to complete online education (Hart ). These tools might help individuals and services choose the appropriate delivery method for continuing professional development as well.…”

Section: Resultsmentioning

confidence: 99%

Engaging clinicians in motivational interviewing: Comparing online with face‐to‐face post‐training consolidation

Clancy

Taylor

2016

Int J Mental Health Nurs

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Motivational interviewing (MI) is an evidence-based intervention that has been widely recommended in clinical settings where consumer behaviour change is a goal of treatment. Training clinicians in MI, as with other translational endeavours, does not always result in changes to clinical practice. The present study compares two post-training approaches to consolidate MI skills following a training workshop. We randomly assigned 63 clinicians working in mental health or drug and alcohol services to receive either face-to-face group consolidation sessions or to access a series of online consolidation resources. We compared clinician engagement and devised a new instrument to measure clinician outcomes. Participants who completed follow-up consolidation retained knowledge, attitudes, and practices, regardless of consolidation method. Face-to-face consolidation sessions were superior to online materials in engaging participants (mean sessions attended was 2.1 (maximum possible = 3) compared to a mean of 1.38 sessions, respectively (t(61) = -2.73, P = 0.008, d = 0.72, 95% confidence interval: 0.19-1.25). Engagement to the completion of consolidation sessions was also influenced by previous training in MI. For every additional hour of previous MI training, there was a 10% increase in the odds that the participant would complete the final consolidation session.

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“…Persistence was measured using the Persistence Scale for Online Education-Nursing (PSOE-N), a 36-item survey with most questions using a 5-point Likert scale. 14 Total scores range from 31 to 169, with higher scores suggesting greater persistence. Subscales of the PSOE-N measure social connectedness, perceived stress and support, self-motivation, time management, and goal attachment.…”

Section: Methodsmentioning

confidence: 99%

“…13 In the literature, resilience and stress are shown to be associated with nursing student retention and academic success, yet little is known about these variables, as they exist in prenursing students. Hart 14 describes persistence as both an antonym for attrition combined with a student's internal and external factors such as motivation, goal commitment, and support. Resilience is believed to play a key role in persistence; higher levels of resilience are linked with nursing program completion and retention rates, 15 and higher resilient students are more likely to continue into professional practice.…”

Section: Review Of the Literaturementioning

confidence: 99%

Relationships Among Resilience, Stress, and Persistence in Prenursing Students During COVID-19

2022

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Background: The coronavirus disease-2019 (COVID-19) pandemic has created personal, financial, and academic challenges for prenursing students, which may hinder academic persistence. Understanding and supporting their well-being is important, as they prepare to apply to nursing programs. Purpose: The purpose of this study was to explore relationships among stress, resilience, and academic persistence in prenursing students intending to apply to either an on-campus or accelerated online nursing program. Methods: A cross-sectional descriptive correlational research design was used. Online survey data (N = 364) were collected during the COVID-19 pandemic. Results: Campus-based prenursing students reported higher levels of stress and lower levels of resilience than their accelerated online counterparts. A significant negative relationship was noted between stress and scores on resilience and persistence measures in both groups. Conclusions: Program-specific interventions promoting resilience and stress management techniques are needed to support prenursing student persistence, especially as they prepare for admission to nursing programs.

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Development of a Persistence Scale for Online Education in Nursing

Cited by 11 publications

References 6 publications

Prior Work and Educational Experience Are Not Associated With Successful Completion of a Master's‐Level, Distance Education Midwifery Program

Prior Work and Educational Experience Are Not Associated With Successful Completion of a Master's‐Level, Distance Education Midwifery Program

Engaging clinicians in motivational interviewing: Comparing online with face‐to‐face post‐training consolidation

Relationships Among Resilience, Stress, and Persistence in Prenursing Students During COVID-19

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