Nursing students' attendance at learning activities in relation to attainment and passing courses: A prospective quantitative study

Rejnö, Åsa; Nordin, Per; Forsgren, Susanne; Sundell, Yvonne; Rudolfsson, Gudrun

doi:10.1016/j.nedt.2016.11.025

Cited by 18 publications

(12 citation statements)

References 19 publications

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“…First, the empirical results obtained from our sample of students have shown that student proactivity plays a significant role in explaining academic outcomes, measured by their capacity to pass the exam and obtain higher scores. Although these findings are in line with the literature reviewed [14,[29][30][31][32], no previous research incorporated alternative proactivity measures (such as case-studies presented orally in a second language) together with class attendance, nor has it tested the effect of proactivity measures on performance using both binary and multinomial probabilistic models.…”

Section: Resultssupporting

confidence: 70%

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Does Student Proactivity Guarantee Positive Academic Results?

2018

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This paper analyzes the impact of students' proactivity on academic performance based on a sample from students enrolled in an introductory course of Political Economy at the University of Seville (Spain) in three consecutive courses (2014-2015, 2015-2016 and 2016-2017). Proactivity is measured by several indicators, such as class attendance, case-study oral presentation and its delivery in a foreign language, all of them being non-mandatory activities for students who have participated in the experiment. Specifically, this study aims to assess the impact of a student's proactivity on two academic outcomes: (i) to pass or fail the exam; and (ii) the score obtained. Impact assessment has been performed using a probit and ordered multinomial logit models. The results show that a student's proactivity measured by class attendance and case-study presentation significantly increases the probability of passing the exam, while the impact of using a foreign language seems to be non-significant. In relation to the score obtained, the proactivity measured through the case presentation raises the probability of obtaining a higher mark more than regular class attendance.

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Section: Resultssupporting

confidence: 70%

“…In line with Romer [13], literature shows that class attendance has a positive and significant impact on academic performance [15][16][17][18][19][20][21][22][23][24][25][26][27][28][29][30][31][32]. However, some studies also offer evidence that class attendance is not a predictor of academic outcome [14,[33][34][35][36].…”

Section: Introductionmentioning

confidence: 88%

Does Student Proactivity Guarantee Positive Academic Results?

2018

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“…This integration could also facilitate engagement of colleagues and tutors during the ward-based education. Further, clear learning outcomes, focusing on improving students’ practical skills, may increase the attendance in educational activities, thereby increasing the probability of students achieving a sufficient level of knowledge [ 24 ]. However, the fact that our clinical pharmacology course is not examined separately in the written examination may affect the level of knowledge achieved by the students [ 13 ].…”

Section: Discussionmentioning

confidence: 99%

Developing confidence in basic prescribing skills during medical school: a longitudinal questionnaire study investigating the effects of a modified clinical pharmacology course

Eriksson

Wallerstedt

2018

Eur J Clin Pharmacol

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PurposeTo investigate if increased focus on pharmacotherapy during medical school can increase students’ confidence in basic prescribing skills, that is, performing medication reviews and writing medication discharge summaries.MethodsIn 2016, the clinical pharmacology course in medical school in Gothenburg, Sweden, was modified to facilitate the students’ acquisition of prescribing skills, with (i) clarified learning outcomes; (ii) supply of a list of common drugs for self-completion; (iii) instructions to practice medication reviews/discharge summaries during the ward-based education; and (iv) a concluding compulsory seminar where the students were to present prescribing-related experiences from their ward-based attendance. Questionnaires were administered to students participating in the course before (2016; n = 101) and after (2017; n = 137) implementation of the modifications. Students were asked to grade their agreement from 1 (totally disagree) to 5 (totally agree) on statements related to their perceived confidence in basic prescribing skills.ResultsIn all, 195 students returned the questionnaire (response rate 82%; median age 24 years; 68% female). Confidence was rated higher after the modifications were implemented, both regarding medication reviews and medication discharge summaries, after vs. before 3.6 ± 1.2 vs. 3.2 ± 1.0 (P = 0.024), and 4.3 ± 0.9 vs. 3.9 ± 1.1 (P = 0.008), respectively. The adjusted odds for being confident in performing these tasks were 1.49/1.36 times greater after the course modifications (P = 0.047/0.019). Perceived confidence in performing medication reviews/summary reports was positively correlated with numbers performed (P < 0.0001).ConclusionsModifications of the clinical pharmacology course during medical school, focusing on students’ training in pharmacotherapy, was associated with increased confidence of this core skill for a physician.Electronic supplementary materialThe online version of this article (10.1007/s00228-018-2508-3) contains supplementary material, which is available to authorized users.

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“…This study did not examine the students' performance in exams and consequently does not investigate the outcomes of self-study versus attendance at lectures. However, previous research has shown that participation in learning activities promotes the passing of exams (Gump, 2005;Rejnö et al, 2017).…”

Section: Results Discussionmentioning

confidence: 94%

“…Lecture attendance that is close to 100% is unrealistic, since there will always be unavoidable absences related, for example, to illness (Paisey & Paisey, 2004). Previous research has indicated elsewhere (Rejnö et al, 2017). In the present study, we are capturing the nursing students' descriptions of their reasoning about attendance at lectures.…”

Section: Introductionmentioning

confidence: 99%

To Attend or Not—The Reasoning Behind Nursing Students’ Attendance at Lectures: A Qualitative Study

Forsgren

Christensson

Rudolfsson

et al. 2020

Scandinavian Journal of Educational Research

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There is a rising tendency for students in higher education not to attend lectures. Therefore, the aim of the study was to describe the reasoning behind nursing students' decisions on whether or not to attend lectures. This qualitative study was performed in a nursing education programme at a Swedish University. One hundred and thirty-one students participated. Data were collected through a questionnaire comprising open-ended questions. Qualitative content analysis was performed. The results are presented in eight categories: four concerning reasons for attending lectures and four concerning reasons for not attending lectures. Decisions, both to attend and to not attend lectures, were based on conscious choices guided by the students' self-governing of their own personal needs for learning.

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Nursing students' attendance at learning activities in relation to attainment and passing courses: A prospective quantitative study

Cited by 18 publications

References 19 publications

Does Student Proactivity Guarantee Positive Academic Results?

Does Student Proactivity Guarantee Positive Academic Results?

Developing confidence in basic prescribing skills during medical school: a longitudinal questionnaire study investigating the effects of a modified clinical pharmacology course

To Attend or Not—The Reasoning Behind Nursing Students’ Attendance at Lectures: A Qualitative Study

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