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1
Matshotyana, Ntombiyakhe Victoria. "Optimising the teaching-learning environment of first-year nursing students at a public nursing college." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/d1018274.
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Transition from secondary to tertiary education presents unique challenges for first-year nursing students, similar to those experienced by other first-year students at any other tertiary education institution. Nursing students’ experiences are further complicated by the fact that nursing education incorporates almost equal amounts of time for class attendance and clinical practice placement. As a facilitator of learning for first-year nursing students, the researcher had observed how some new students were apprehensive and uncertain in their first year of study at the college. These and other observations, including those of the researcher’s colleagues, prompted the researcher to conduct a study to obtain information on how the first-year students at her college experience their first year of the nursing programme. This study, therefore, examined the experiences of first-year nursing students at a public college in the Eastern Cape Province enrolled in the four-year diploma programme that leads to registration as a nurse and midwife with the South African Nursing Council (SANC). Insights into these experiences were used to develop guidelines for nurse educators to optimise the teaching-learning environment of these students.Kotzé’s (1998) nursing accompaniment theory was used as a theoretical grounding for the study. The study followed a qualitative, explorative, descriptive and contextual design. Two of the college’s campuses were sampled for the study. One campus was in a more rural area and the other in a more urban area. Data was collected using purposive sampling of second-year students who were requested to think back to their first year of the nursing programme. Semi-structured, in-depth, face-to-face, individual interviews were conducted. Interview sessions were digitally recorded and then transcribed verbatim by the researcher. The researcher and an independent coder analysed the transcriptions using Tesch’s method of data analysis. The study’s trustworthiness was demonstrated through the criteria of credibility, transferability, dependability, confirmability and authenticity. The results indicated that students had positive and negative experiences in their first year of the nursing programme. Literature control placed the study’s findings within the existing body of knowledge with regard to students’ experiences of their first year. The students’ suggestions on how to enhance first-year nursing students’ experiences were incorporated into the guidelines that were developed for nurse educators to optimise the teaching-learning environment of first-year nursing students at this college.
2
Wright, SCD, and JE Maree. "First year Baccalaureate nursing students: Reasons for drop-out?" University of South Africa Press, 2007. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001041.
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Improving throughput in the B. Tech. Nursing Sciences programme is a complex issue as not only the theoretical but also the practical component and undefined inner strengths of the student influence success. The purpose of this article is to report factors in the prospective students’ social background, their perceptions of nursing and nurses and their motivation that could influence their academic success in the first year of study. The research design was contextual, qualitative and exploratory. Triangulation of data gathering methods was obtained by using two instruments, a targeted selection interview and a written instrument. Data analysis was done through Tesch’s approach. The results indicate that prospective students perceive a nurse to be functioning from the affective domain, and that they judge themselves to be strong in the affective domain. The cognitive domain was rarely mentioned (7%). Due to the myths regarding the nursing profession, the profession continue to attract students who are interested in the myth and not the reality.
3
Hope, Laura J. "Predicting Success in First-Year Associate Degree Nursing Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1604.
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An associate degree of nursing program in the southeastern region of the United States has had significant increases in student attrition over the past few years. Admission requirements did not include an entrance exam, such as the Test of Essential Academic Skills (TEAS), which may be useful in decreasing the deficiencies associated with poor student progression. Guided by the Knowles' theory of adult learning and Bandura's social learning theory, the purpose of this correlation study was to explore the relationship between the TEAS scores and the cumulative grade point average (GPA) of first-year students to determine if success at the completion of students' first year in the nursing program can be predicted from the overall TEAS score and its subsections of reading, math, science, and English. Archival data for 130 nursing students enrolled from 2012 to 2013 were analyzed using stepwise multiple regression. According to the study results, there was a significant correlation of the total TEAS score and student GPA after the first year of nursing school. The first semester GPA was positively related to the TEAS English score and the TEAS science score; however, there was no significant correlation found for TEAS math and reading scores with students' GPA. A 3-day workshop and a student mentoring program were developed to address academic deficiencies of at-risk nursing students, particularly in English and science. Positive social change can occur through improved retention, which will lead to a higher number of nursing graduates eligible to take and pass the National Certification Licensure Exam for Registered Nurses, provide job security for graduates, and improve the present critical shortage of nurses in the United States.
4
Norman, Lynn Purcell Witte James E. "Prediction of nursing student performance in first year coursework." Auburn, Ala., 2006. http://repo.lib.auburn.edu/Send%208-7-07/NORMAN_LYNN_17.pdf.
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Crafford, Ilse. "Caring behaviours : the perceptions of first and fourth year nursing students." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95921.
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Thesis (MPhil)--Stellenbosch University, 2014.ENGLISH ABSTRACT: Educators across the health professions are now concerned with the teaching and assessment of professional skills. Caring behaviour is one of the attributes of professionalism in the health sciences professions and in the nursing profession it is regarded as the essence of the profession. The aim of this study is to explore the understandings and experiences of caring behaviours of first- and fourth year nursing students and how they would like to be assessed about their caring behaviours in a curriculum where it is not overtly taught. This will be investigated according to Watson’s carative factors and theoretical framework of caring, while Bloom’s Taxonomy of the affective learning domain will also be consulted. The design of the study is qualitative and explorative. A purposive sample was drawn from first-year nursing students (n=64), and fourth-year nursing students (n=41) at one nursing education institution. The sample of students (n=105) from seven (7) private training hospitals in the Western Cape participated in nine (9) focus group interviews (n=10-15). Data analysis was done by means of a framework analysis approach with a deductive strategy. Research findings from this study are extensively discussed and will be used to inform the undergraduate nursing curricula in South Africa about the profiles of caring nursing students and to make recommendations about the internalisation of caring behaviours, according to the affective learning domain.
AFRIKAANSE OPSOMMING: Opvoeders vanuit die verskeie gesondheidsberoepe, is tans met die leer en assessering van professionele vaardighede gemoeid. Sorgsame gedrag is een kenmerk van professionalisme in die gesondheidsberoepe. In verpleegkunde word sorgsame gedrag as die kern van die beroep beskou. Die doel van hierdie studie is om die begrip en ervarings van eerste- en vierde-jaar verpleegkunde studente rondom sorgsame gedrag te ondersoek. ʼn Verdere doel is om te bepaal hoe hierdie studente graag geassesseer wil word oor hul sorgsame gedrag in ʼn kurrikulum waar hierdie kenmerk nie pertinent geleer word nie. Watson se sorgsaamheidsfaktore en teoretiese raamwerk oor sorgsaamheid, sal gebruik word om die onderwerp na te vors. Bloom se Taksonomie van die affektiewe leergebied sal gesamentlik met Watson gebruik word as teoretiese grondslag vir die navorsing. Die studie-ontwerp is kwalitatief en verkennend. ʼn Doelbewuste seleksie is gedoen om spesifieke eerstejaar verpleegkunde studente (n=64) en vierdejaar verpleegkunde studente (n=41) by die navorsing te betrek. Die geselekteerde studente (n=105) van sewe (7) private opleidingshospitale in die Wes-Kaap, het aan nege (9) fokusgroep onderhoude deelgeneem (n=10-15). Die data-analise is deur middel van ʼn raamwerk-analise benader en ʼn deduktiewe strategie is gebruik. Die resultate van hierdie navorsing word omvattend bespreek en sal gebruik word ten doel voorgraadse verpleegkunde kurrikula in Suid-Afrika te informeer rakende die sorgsaamheidsprofiel van verpleegkunde studente. Aanbevelings, volgens die affektiewe leergebied, word ook gemaak oor hoe sorgsame gedrag geïnternaliseer kan word.
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Abubu, Janiere. "Experiences of first-year University of the Western Cape nursing students during first clinical placement in hospital." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5115_1363011548.
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In nursing education the clinical component comprises an important part of the students&rsquo
training. Clinical teaching and learning happens in simulated as well as real world settings. First&ndash
year students spend the first quarter of their first year developing clinical skills in the skills laboratory. In the second-term they are placed in real service settings. This study was aimed at exploring the experiences of first year nursing students of the University of the Western Cape (UWC) during their first clinical placement in the hospital. A qualitative phenomenological exploratory study design was used and a purposive sample of twelve nursing students was selected to participate in the study. The research question was &ldquo
Describe your experiences during your first placement in hospital?&rdquo
Written informed consent was given by every participant and ethical approval was obtained from the relevant UWC structures. In-depth, face-to-face interviews were conducted, audio taped and transcribed verbatim. Transcripts were coded and sub-categories, categories, and themes were extracted during the data analysis process. Trustworthiness of the data collection and data analysis processes were ensured. Many of the first year nursing students described theirexperience in hospital as being stressful. However, the first placement in hospital allowed them to work with real patients and provided them an opportunity to develop a variety of clinical skills. Even though the hospital environment was unfamiliar and the ward staff unwelcoming, the patients&rsquo
acknowledged and valued their contribution to patient care. Students tend to seek support from family members and lecturers. It is recommended that first year nursing students be prepared adequately for their first placement in hospital as well as to
provide practical and emotional support to students during their hospital placement
7
Andrew, Tahnee J. "What Nursing Students Believe Impacts Academic Success in the First Year of a Baccalaureate Nursing Program." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1596124692955453.
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Pardue, Karen. "Learning together : the impact of interprofessional education among first-year health profession students." Diss., NSUWorks, 2013. https://nsuworks.nova.edu/hpd_con_stuetd/7.
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Taylor, Ruth Fiona. "Creating connections : an investigation into the first year experience of undergraduate nursing students." Thesis, Robert Gordon University, 2009. http://hdl.handle.net/10059/373.
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The aim of the research is to explore the first year experiences of two groups of undergraduate student nurses. The research takes a holistic approach to the investigation of the first year experience. In part, a curriculum change is used as a way to find out about the first year experience, with the research looking at how the introduction of enquirybased learning (EBL) into a curriculum impacted on the first year. The curriculum change is described in detail in chapter 1. The objectives of the thesis were to: 1. Examine the first year experience of nursing students. 2. Describe the curriculum change, the rationale for the change and the context within which this occurred. 3. Compare the demographic profiles of two groups of students one following a ‘traditional’ curriculum and the other using ‘EBL’; to compare students who chose to leave the courses with those who successfully completed first year. 4. Compare experiences with expectations of first year between nursing students undertaking a ‘traditional’ and an ‘EBL’ curriculum. 5. Propose strategies to enhance the student experience and rates of retention in first year undergraduate nursing students. The context for the research is described in chapter 1 – the literature review. This chapter explores the literature on the first year experience from both national and international perspectives. Inevitably, it reviews issues relating to student retention, which is the focus for much of the first year experience literature. The literature review argues that the contemporary context of nursing education requires nurse educators to consider the whole first year student experience when developing curricula that are fit for purpose. While the content of a course is important, the approaches to teaching need to facilitate learning within a diverse student population and need to prepare students to continue to learn in an increasingly dynamic healthcare environment. The chapter goes on to 2 argue that the issues that impact on the students’ first year experiences (e.g. relationships with peers and with academic staff, external domestic and personal circumstances) can be mitigated through curriculum development and other means (such as the availability and effectiveness of student support). The context of the particular nursing course along with the curriculum change and the rationale for the change are described. It can be argued that the retention literature takes a deficit approach to the improvement of the first year experience. Such an approach can be viewed as one that emphasises the factors that cause people to leave (or puts them ‘at risk’), and attempts to address these. On the other hand, a positive approach to the improvement of the first year is one in which measures and interventions aim to enhance the overall experience for all students, not just those who are seen as ‘at risk’. That said, the policy drivers for improving retention cannot be ignored and are discussed within the context of HE and nursing education. Finally, it is contended that the first year experience has not been widely explored within nursing literature and merits attention for a number of reasons, including the policy context and the need to determine whether student nurses have differing needs from students within other specialities. In chapter 2 the research methodology and research methods are described. An overview of case study research is provided and the approach taken within this thesis is described, along with a rationale for its use. The philosophical perspective is discussed with particular emphasis on the relationships between the methodology and the methods used to investigate the first year experience of students. It is argued that case study research is an appropriate methodology to investigate a complex area and provides an opportunity to utilise a number of methods so as to get to a ‘thick’ description of the phenomenon (the first year experience). All students in the two groups under investigation were asked to complete an expectations questionnaire, and an experiences questionnaire. Everyone who chose to leave the courses was asked to undertake an in-depth focused interview, although not all agreed. A sample of students who successfully completed first year was also asked to undertake an in-depth 3 focused interview. Finally, a sample of students was asked to complete a diary for the duration of the first year. The use of multiple methods is fitting, given the case study approach and the aim to create a ‘thick’ description, and an in-depth understanding of the first year experience. The use of the same research methods across the different groups of students allows for some comparisons to be made between the ‘traditional’ and ‘EBL’ curriculum students, and between leavers and stayers. The chapter also describes the approaches to data analysis. Chapter 3 presents the findings from the two questionnaires. Relevant demographic variables are reported, and the quality of the educational experience is measured in relation to the ways in which experiences meet expectations. This chapter shows that the two groups (‘traditional’ and ‘EBL’) are similar in terms of demographic variables. It also shows that the participants appeared to expect a ‘connected’ curriculum experience, but that the experience did not always match expectations. In chapter 4 the findings from the interviews and diaries are presented. Four themes are identified, with a number of categories in each. The themes (and categories) are: relationships with people (broadening horizons, knowing self and others, being supported and valued); the classroom experience (feeling inspired, becoming empowered, engaging with the learning experience); the practice experience (feeling inspired, becoming empowered, engaging with the learning experience); and professional education (motivation, preparedness, making adjustments). The chapter demonstrates the differences and similarities between the groups of students, before introducing the links to the quantitative findings, and to relevant research findings from the literature. Chapter 5 – the Discussion - brings together the findings from the qualitative and quantitative data as the case study. A conceptual framework is presented as a way in which the findings can be framed and through which future research can be organised. The assertion is made that the better the relationships, and the closer that experiences meet 4 expectations, the more likely it is that the student will have a ‘good’ experience and therefore be successful. The first year is seen as the foundation for future experiences on a course. While there are some areas that are particularly relevant to nursing students, it seems that the first year experience of student nurses is similar to that seen in other disciplines. Similar issues are identified within the thesis as within the wider literature, although nursing students’ issues may manifest themselves in slightly different ways (e.g. issues with practice placements/learning). In chapter 6, a number of conclusions are drawn that may enable future curriculum development to take a more holistic view of the student experience. Recommendations for practice are made and a focus for future systematic research is proposed. It is asserted that the conceptual framework that has been developed from the findings has allowed for a contribution to be made to the theoretical debate that relates to enhancing the first year experience and, in particular, to propose policy changes within the HE sector that may improve retention rates. This opening section has provided the reader with the context from which the ideas and focus for the thesis have developed, and has provided an overview of the aim and objectives of the research. It provided signposts for the full thesis and its component parts.
10
Qinisile, Nomawethu Patricia. "Perceptions of first-year students regarding engaging in sexual behaviours at a university campus." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80301.
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Thesis (MCurr)--Stellenbosch University, 2013.ENGLISH ABSTRACT: The university environment provides many opportunities to be sexually active. University students are reported as tending to engage in high-risk behaviours related to sex, alcohol and drugs. First-year university students are reported to be most vulnerable, as they lack experience to make good and risk-aware decisions when it comes to sexual liaisons. Available initiatives aimed at improving sexual behaviours of students are reported as being implemented simply because they work well somewhere else, without prior assessment of the needs/characteristics of the target population. This can negatively affect their effectiveness. The following question motivated the study: What factors influence sexual behaviours of first-year students on a university campus? This study sought to describe the perceptions of first-year students about engaging in sexual behaviours at a university campus. To answer the research question, theory of planned behaviour (TPB) was applied as the framework of the study. The study was descriptive in nature. Data were collected by means of a self-administered questionnaire from a conveniently selected sample of 240 first-year university students from one campus in the Eastern Cape. The measuring instruments were constructed from the constructs of the TBP, namely attitudes (ATT), perceived social norms (PSN), perceived behavioural control (PBC), and behavioural intentions (BI). The SPSS was used to analyse data for frequencies of responses and multiple regression. Most participants reported being sexually active (85.3%) and the lack of provision of information on sexual issues from adults (parents (23.3%) and church authorities (10.8%) was apparent. Perceived social norms were the most prominent factor that showed to be predictive of sexual behaviours with three significant predictor variables, namely partner age difference (beta = .059, ρ< .040), number of sexual partners in 3 months (beta = .238, ρ< .008) and condom use (beta = .095, ρ< .014). Behavioural intentions also showed some prediction, to a lesser extent, with one predictor variable, namely age at first willing intercourse (beta = .86, ρ< .001). The results from this study suggested that targeting social norms in intervention efforts aimed at improving sexual behaviours of first-year university students in the target population could be beneficial. More studies to explore available social norms in this target group and intervention to change negative norms are recommended.
AFRIKAANSE OPSOMMING: Die universiteitsomgewing bied studente meer geleenthede om seksueel aktief te wees. Daarbenewens is universiteitstudente na bewering geneig om hoërisikogedrag met betrekking tot seks, alkohol en dwelmmiddels te openbaar. Eerstejaarstudente word as die kwesbaarste beskou, aangesien hulle die ervaring kortkom om goeie, risikobewuste besluite oor seksuele verhoudings te neem. Tog word die beskikbare inisiatiewe vir die verbetering van seksuele gedrag onder studente blykbaar slegs in werking gestel omdat dit elders goed werk, sonder om eers die behoeftes/kenmerke van die teikenpopulasie te bepaal. Dít kan die doeltreffendheid van dié inisiatiewe benadeel. Die vraag wat as beweegrede vir hierdie studie gedien het, was: Watter faktore beïnvloed die seksuele gedrag van eerstejaars op ’n universiteitskampus? Die navorsing wou dus ondersoek instel na eerstejaars se opvattings oor seksuele gedrag en seksuele verhoudings op ’n universiteitskampus. Om hierdie navorsingsvraag te beantwoord, is ’n teorie van beplande gedrag (TPB) as studieraamwerk gebruik. Die studie was beskrywend van aard. Data is met behulp van ’n vraelys van ’n gerieflik gekose steekproef van 240 eerstejaar-universiteitstudente op ’n enkele kampus in die Oos- Kaap ingesamel. Die deelnemers het self die vraelys ingevul. Die meetinstrumente is saamgestel uit die verskillende konstrukte van die TPB, naamlik houdings (ATT), waargenome sosiale norme (PSN), waargenome gedragsbeheer (PBC) en gedragvoornemens (BI). SPSS-sagteware is gebruik om die data vir die frekwensie van response en meervoudige regressie te ontleed. Die meeste deelnemers het aangedui dat hulle seksueel aktief is (85,3%), en die gebrek aan inligting oor seksuele kwessies vanaf volwassenes (ouers 23,3%) en die kerk (10,8%) blyk duidelik. Waargenome sosiale norme het as die sterkste voorspeller van seksuele gedrag na vore getree, met drie beduidende voorspellerveranderlikes, naamlik ouderdomsverskil met bedmaats (Beta = .059, p< .040), aantal bedmaats in drie maande (Beta = .238, p< .008) en kondoomgebruik (Beta = .095, p< .014). Gedragvoornemens het ook ’n mindere mate van voorspellingsvermoë getoon, met een voorspellerveranderlike, naamlik ouderdom met eerste gewillige seksuele omgang (Beta = .86, p< .001). Die resultate van hierdie studie dui daarop dat intervensiepogings om seksuele gedrag onder eerstejaar-universiteitstudente te verbeter, by ’n klem op sosiale norme kan baat vind. Verdere studies oor die bestaande sosiale norme van hierdie teikengroep, sowel as intervensie om negatiewe norme te verander, word aanbeveel.
11
Grant, Janice M. "Students' academic expectations and experience during the first year of their undergraduate nursing programme." Thesis, University of Salford, 2012. http://usir.salford.ac.uk/37465/.
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The thesis examines why first year nursing students leave their programme of study and the factors that influence whether they stay or leave. A descriptive, exploratory study design was undertaken using two survey instruments, the College Students Expectations Questionnaire and the College Student Experiences Questionnaire. Data about the expectations and experiences of one cohort of nursing students were collected at the beginning and compared with experiences the end of their first year of study. Additional data obtained from institutional records. There was a preponderance of first generation university students who entered the university through completion of an Access to Health Studies course. This group entertained similar high expectations of academic achievement to the school leavers. These expectations were not that was not matched by their experiences in the main. The most successful students being those in the 30 to 39 age group. Overall, students’ degree classifications did not match their expected performance. The findings show that most students who left the programme intended to return but did not do so. Identifying predictors of success for nursing students remains a key issue for the nursing profession. The findings indicate that although student attrition is multi-factorial, focussing on the predictors of success can overshadow the need to identify and support students who possess the potential for success if additional support is provided. The findings also underline the importance of helping students connect with their learning environment during the first year and to develop self efficacy skills early.
12
Nibagwire, Jeanne D'Arc. "Factors influencing first year nursing students' career choice at a University in the Western Cape." University of Western Cape, 2020. http://hdl.handle.net/11394/7377.
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Magister Curationis - MCurThe nursing profession is the backbone of the healthcare system glob-ally. However, due to the ongoing shortage of nurses there is a growing demand for nurses across the world. This demand puts pressure on the continued recruitment of new nursing students. The factors that influence students’ reasons for entering nursing vary and require investigation to improve recruitment practices.
13
au, G. Brand@murdoch edu, and Gabrielle Brand. "Photography and Reflection: A study exploring perceptions of first year nursing students towards older persons." Murdoch University, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090702.110629.
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This qualitative exploratory study sought to explore and analyse the perceptions of first year nursing students aged 18-25 years toward older persons in aged care facilities. The expectations of first year nursing students in relation to performing nursing care on older persons was also examined. The students perceptions were explored using a photo-elicitation technique to evoke an emotive response. By challenging and confronting the participants with realistic photographs of nursing care, this technique encouraged the research participants to engage in anticipatory reflection prior to their first aged care clinical placement.
Data were gathered through demographic questionnaires and semi-structured photo-elicitation interviews. Findings were analysed using thematic analysis. Themes included dissecting what it means to be a nurse, recognising dependence, and the re-visioning of therapeutic relationships including considering patient dignity and empathising with older persons. A youthful reflection on the differences between young and old included participants fearing for themselves in future, and this was another identified theme. The photo-elicitation technique challenged and confronted participants as they became aware of the responsibilities of performing nursing care and their belief that they lacked emotional preparedness. Experiencing sensitivity and awkwardness to nakedness of older persons bodies was also highlighted by most of the participants responses.
The findings suggest that it is essential in this time of demographic change and the growing ageing population that nursing education responds to the challenge of an evolving health care system by providing qualified, experienced aged care nurses who are familiar with the reality of older people. Therefore, first year nursing students transition to aged care nursing clinical placement and the adoption of positive attitudes is paramount. Despite a large number of research studies highlighting nursing students disinterest in caring for older persons, there have been few studies investigating educational interventions that could assist in overcoming this negative trend.
The findings from this study have important implications for teaching strategies aimed at understanding undergraduate nursing students. Using photography to elicit emotional responses can also assist with reflective practice, which can be useful to enhance self awareness and an aesthetic and personal knowing. Encouraging anticipatory reflection can help socially prepare nursing students, increase their readiness for learning and foster more positive attitudes to caring for older people prior to the students initial aged care clinical placement.
14
Nibagwire, D'arc Jeanne. "Factors influencing first year nursing students’ career choice at a University in the Western Cape." University of Western Cape, 2019. http://hdl.handle.net/11394/7430.
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Magister Curationis - MCurThe nursing profession is the backbone of the healthcare system glob-ally. However, due to the ongoing shortage of nurses there is a growing demand for nurses across the world. This demand puts pressure on the continued recruitment of new nursing students. The factors that influence students’ reasons for entering nursing vary and require investigation to improve recruitment practices
15
Brand, Gabrielle. "Photography and reflection: A study exploring perceptions of first year nursing students towards older persons." Brand, Gabrielle (2008) Photography and reflection: A study exploring perceptions of first year nursing students towards older persons. Masters by Research thesis, Murdoch University, 2008. http://researchrepository.murdoch.edu.au/716/.
Full textAbstract:
This qualitative exploratory study sought to explore and analyse the perceptions of first year nursing students aged 18-25 years toward older persons in aged care facilities. The expectations of first year nursing students in relation to performing nursing care on older persons was also examined. The students’ perceptions were explored using a photo-elicitation technique to evoke an emotive response. By challenging and confronting the participants with realistic photographs of nursing care, this technique encouraged the research participants to engage in anticipatory reflection prior to their first aged care clinical placement.
Data were gathered through demographic questionnaires and semi-structured photo-elicitation interviews. Findings were analysed using thematic analysis. Themes included dissecting what it means to be a nurse, recognising dependence, and the re-visioning of therapeutic relationships including considering patient dignity and empathising with older persons. A youthful reflection on the differences between young and old included participants’ fearing for themselves in future, and this was another identified theme. The photo-elicitation technique challenged and confronted participants as they became aware of the responsibilities of performing nursing care and their belief that they lacked emotional preparedness. Experiencing sensitivity and awkwardness to nakedness of older person’s bodies was also highlighted by most of the participants’ responses.
The findings suggest that it is essential in this time of demographic change and the growing ageing population that nursing education responds to the challenge of an evolving health care system by providing qualified, experienced aged care nurses who are familiar with the reality of older people. Therefore, first year nursing students’ transition to aged care nursing clinical placement and the adoption of positive attitudes is paramount. Despite a large number of research studies highlighting nursing students’ disinterest in caring for older persons, there have been few studies investigating educational interventions that could assist in overcoming this negative trend.
The findings from this study have important implications for teaching strategies aimed at understanding undergraduate nursing students. Using photography to elicit emotional responses can also assist with reflective practice, which can be useful to enhance self awareness and an aesthetic and personal knowing. Encouraging anticipatory reflection can help socially prepare nursing students, increase their readiness for learning and foster more positive attitudes to caring for older people prior to the students’ initial aged care clinical placement.
16
Penney, Wendy, and mikewood@deakin edu au. "The Story of fable: A narrative analysis of the experience of four registered nurses in their first year of practice." Deakin University. School of Nursing, 1999. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.133204.
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This research explores the transition from student to registered nurse from the perspective of the new graduate. This interpretive study uses narrative analysis as the methodology. Individual stories were collected and processed using the method of core story creation and emplotment (Emden 1998). Four newly registered nurses were invited to share stories related to how they were experiencing their role. Participants were encouraged to tell their stories in response to the open question 'what is it like to be a registered nurse?' In the final step of the analysis one honest and critical story has been crafted (Barone 1992) using a process termed emplotment thus disclosing the themes that allow the stories to be grasped together as a single story (Polkinghorne 1988, Emden 1998). The final story of 'Fable' gives insight into the ways in which newly registered nurses experience their role. Becoming a registered nurse is not easy however, Fable finds that nursing is more than just a job and describes many rewarding experiences. It is hoped that the outcomes of this research will be valuable to students, graduates, nurse academics and the profession of nursing generally by enhancing understandings of the relationship between the graduate and the actual employment experience.
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Arendse, John Paul. "Psychosocial factors predicting academic performance of first-year college nursing students in the Western Cape, South Africa." University of Western Cape, 2020. http://hdl.handle.net/11394/8004.
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Magister Curationis - MCurAcademic performance of students is influenced by a combination of several psychosocial factors which include seeking academic help, use of various sources for academic learning, extent of the student seeking academic help, seeing academic help-seeking as a threat to self-esteem, interest in a subject, self-motivation and stress related to academic workload. Therefore, this study aimed to investigate psychosocial factors predicting the academic performance of first-year college nursing students, using a quantitative research method with a descriptive survey design. The population for this study was all first-year nursing students registered at a college of nursing in 2019. An inclusive sampling technique was used to include all 171 members of the student population in the study.
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Emebigwine, Dorothee Line Adibone. "Perceived stress of first year nursing students associated with the first objective structured clinical examination at a university in the Western Cape." University of the Western Cape, 2017. http://hdl.handle.net/11394/5616.
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Magister Curationis - MCurThe Objective Structured Clinical Examination (OSCE) is widely accepted as an effective means of assessing clinical competence and nursing skills. However, little is known the stress amongst first year nursing students associated with the first OSCE in all universities. In view of the paucity of literature available on stress associated with the OSCE, this study determined the perception of stress by the first year nursing students' associated with their first OSCE at this university. A quantitative, descriptive survey design is employed. The instrument used is an adapted form of an existing self-administered Perceived Stress Scale (PSS) questionnaire. This measures perception of stress, factors causing stress and the incidence of stress. Of the total of 213 first year nursing students who were invited to be part of the study, 82 completed the questionnaires. This represents a response rate of 38%. The data was analysed using Statistica 13. Descriptive statistics are used do the calculations. The results are presented in percentages and tables.The findings indicate that more than half (n=54), of the respondents experienced moderate stress levels. For these respondents, the most prevalent factor causing stress was the insufficient time to complete the OSCE. Ninety three percent (93%) (n=74) of the respondents perceived the incidence of stress at a moderate level. There was a statistically significant difference between those who perceived factors causing stress at a low level and those who perceived factors causing stress at a moderate level. Based on the findings of the study on perception of stress during the OSCE, it is recommended that practice session assessments should be conducted throughout the year to help to reduce stress for students during the OSCE. A follow-up qualitative research study should also be conducted in the same setting so the students’ experiences of stress during the first OSCE can be explored in depth. Although the relatively small sample of this study (38%) means the results cannot be generalised, this study does contribute to the literature on the stress experienced during the OSCE.
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Lascelles, Margaret Anne. "Students' and mentors' experiences of mentoring and learning in practice during the first year of an accelerated programme leading to nursing registration." Thesis, University of Leeds, 2010. http://etheses.whiterose.ac.uk/2094/.
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The aim of the research is to explore the nature of the student-mentor relationship within practice settings in an accelerated nursing programme and to understand the impact of the student mentor relationship on learning. Graduates are increasingly entering pre-registration nursing programmes. Research related to accelerated programmes is limited within the UK (Halkett and McLafferty, 2006). Mentorship focuses on the importance of a supportive student-mentor relationship and the need for focused time in facilitating learning. Using an instrumental case study design and a qualitative approach a convenience sample of six graduate students undertaking a postgraduate pre-registration accelerated nursing programme and eighteen mentors participated in the study over a calendar year during 2007-2008. Ethical approval was obtained. Data collection strategies involved semi-structured interviews with both students' and their mentors' over four clinical settings. Data analysis adopted an eclectic approach drawing upon Ritchie et al.'s (2003) framework analysis, Wolcott's (2001) analytical process and Stake's (1995) case study approach. Data were first scrutinised to generate key categories. The data were further explored to draw out a set of themes and issues. These themes were then re-examined in the context of the literature review to identify differences or similarities that this study highlighted. Graduate students were motivated, assertive and utilised their initiative. They were self directed in their approaches to learning and were able to quickly analyse and synthesise knowledge and consider how this linked to clinical practice. Graduates valued mentors who were able to challenge and stretch their thinking. Positive student-mentor relationships facilitated learning. The relationship between confidence, challenge and support was central to learning. A workplace which is welcoming and that supports students to engage and participate in care from an early stage of the programme encourages students to learn. The contribution that experienced knowledgeable mentors provided practice enhanced student learning.
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Sheahan, Linda. "An exploratory trial exploring the use of a multiple intelligences teaching approach (MITA) for teaching clinical skills to first year undergraduate nursing students." Thesis, King's College London (University of London), 2013. https://kclpure.kcl.ac.uk/portal/en/theses/an-exploratory-trial-exploring-the-use-of-a-multiple-intelligences-teaching-approach-mita-for-teaching-clinical-skills-to-first-year-undergraduate-nursing-students(5f6ad285-07f0-4431-b168-dc21df073ab9).html.
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The clinical competency of pre-registration nursing students has raised questions about the proficiency of teaching strategies used to teach clinical skills in the undergraduate nursing programme. This study aimed to test the effectiveness of teaching clinical skills using a multiple intelligences teaching approach (MITA), which is underpinned by Gardner’s theory (1983) of multiple intelligences. This study employed a randomised controlled trial with first year nursing students (n=90) in one third-level institute in Ireland. Participants were randomly allocated to a control group (conventional teaching) (n=44) and an experimental group (MITA intervention) (n=46) to learn clinical skills. From a suite of twelve clinical skills taught, three clinical skills were assessed and included hand washing, sub cutaneous injection and nebuliser therapy. The outcome was skill performance measured by the results in an objective structured clinical examination (OSCE).Participant preference for learning was measured by the Index of Learning Styles (ILS). Participants’ multiple intelligence (MI) preferences were measured with a multiple intelligences development assessment scale (MIDAS), which included intellectual styles. MI assessment preferences were measured by a multiple intelligences assessment preferences questionnaire. The MITA intervention was evaluated using a questionnaire. Results showed that participants in the experimental group had higher scores in all three OSCEs examined (p<0.05) at Time 1, suggesting that MITA had a positive effect on clinical skill acquisition. The strongest preference on ILS for both groups was the sensing style. The highest MI on the MIDAS questionnaire for both groups was interpersonal intelligence. The assessment preferences questionnaire results showed that the majority of students favoured practical examinations, followed by multiple choice questions and short answer questions, as methods of assessment. The participants in the experimental group were positive about the MITA intervention. The findings of this study support the use of MITA for clinical skills teaching and advance the understanding of how MI approaches to teaching may be used in nursing education. This study builds upon the limited body of knowledge regarding the use of MI teaching strategies in a third level setting for clinical skills teaching. The findings may assist nurse educators in their choice of teaching strategies for clinical skills teaching that meets learner needs and promotes effective learning. Future research is needed to test the effectiveness of using the MITA intervention in practice placement settings to augment clinical skills laboratory teaching.
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Bengtsson, Amanda, and Antikainen Paula. "Från student till yrkesverksam sjuksköterska : En kvalitativ litteraturöversikt." Thesis, Jönköping University, HHJ, Avd. för omvårdnad, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-52660.
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Bakgrund: Det råder global brist på sjuksköterskor. Utbildningen i Sverige är på 180 högskolepoäng fördelat på tre år och efter avlagd examen har sjuksköterskan både en legitimation utfärdad av Socialstyrelsen samt en akademisk kandidatexamen i omvårdnad. Transitionsprocessen kan ses som en lärandeprocess, en övergång som sker under första året efter examen. Syfte: Syftet var att belysa nyexaminerade sjuksköterskors upplevelser av transition från student till yrkesverksam sjuksköterska under första året i yrket. Metod: Litteraturöversikten är av kvalitativ design med en deduktiv ansats. Referensramen som används är transitionsteori i tre steg ”göra”, ”vara” och ”veta”. Resultatet av de 11 artiklar som ingår analyserades med en analysstuktur i fem steg. Resultat: Analysen resulterade i tre kategorier: upplevelser av egen osäkerhet, teamsamverkan påverkar inklusive en ökad trygghet. Egen osäkerhet kan påverkas genom gemenskap i teamet och övergå till ökad trygghet mot slutet av första året, om transitionen varit lyckad. Slutsats: Nyexaminerade sjuksköterskor upplever krav och förväntningar på att komma in i klinisk kontext. Det är av vikt att högskolor samt verksamheterna har kunskap om transitionsprocessen.Background: There is a global shortage of nurses. The education in Sweden is 180 higher education credits spread over three years and after graduation, the nurse has both a certificate issued by the National Board of Health and Welfare and a academic bachelor’s degree in nursing. The transition process can be seen as a learning process, a transition that takes place during the first year after graduation. Purpose: The aim was to highlight newly graduated nurses` experiences of transition from student to professional nurse during the first year of the profession. Method: The literature review is of qualitative design with a deductive approach. The frame of reference used is transition theory in three steps “doing”, “being” and “knowing”. The results of the 11 articles included were analysed whit an analysis structure in five steps. Results: The analysis resulted in three categories; experiences of own insecurity, team collaboration affects, including increased security. Own uncertainty can be affected through community in the team and transition to increased security towards the end of the first year if the transition has been successful. Conclusion: Newly graduated nurses experience demands and expectations of entering a clinical context. It is important that universities and the companies have knowledge of the transition process.
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Porteous, Debbie. "From uncertainty to belief and beyond : a phenomenological study exploring the first year experience of becoming a student nurse." Thesis, Northumbria University, 2015. http://nrl.northumbria.ac.uk/23586/.
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As part of a high quality nursing student experience within Higher Education there is a need to access the voice of the student. By listening to the students, greater clarity and understanding from the students' perspective is proposed. The focus of this research is within the first year of an undergraduate nursing programme. This thesis gives insight into the experiences and perceptions of undergraduate nursing students' transition into Higher Education and professional transformation, within the first year of a three year proframme. In addition, the research sought to illuminate the participants' personal learning journeys and experiences. There is a dearth of literature addressing various aspects of the first year student experience and minimal literature which represents the student voice. The first year experience is a complex and multifaceted area of study. This complexity is related to the Higher Education organisational processes that are required to enable the student to succeed and the amount of personal investment by each student who enters programmes of learning within a university setting. It has been identified that the first year is the most critical to ensuring that students engage with programmes of learning and achieve both academically and professionally (Trotter and Roberts 2006). To develop insight into the learner's journey a theoretical framework is constructed from within an interpretive paradigm. Hermeneutic phenomenology was selected as a suitable methodology for this research, informed by the work of Max van Manen (1990). The use of hermeneutic phenomenology enable the exploration of participants' experiences. The participants in this research were representative of a typical nursing cohort's profile and, therefore, provided the ideal means of investigating the student nurse experience within the first year. Ten student nurses volunteered to participate in this research and data was collected over a period of one year by use of repeated semi-structured interviews and collection of critical incidents using digital voice recorders. Data was analysed using phenomenological and hermeneutic strategies involving in-depth, iterative reading and interpretation to identify themes in the data. Findings from this research identify that the students have developed skills to survive but there was considerable variation in the student experience which impacted on their motivaton and behaviour. A key finding was the ability of students to develop their own skills of coping to deal with the demands of academic life and those of the practice settings. The skills of self-reliance and self efficacy are evident in the findings and are explored in relation to professional transformation.
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Shinde, Samuel S. "A study of first year health science students in the faculties of nursing, medicine, and dentistry investigating the willingness to treat patients with HIV/AIDS." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0005/MQ30741.pdf.
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Hara, Rosiana Julia. "Perceptions and attitudes of first year student nurses towards voluntary HIV counselling and testing at the Western Cape College of Nursing." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6595_1256887789.
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Voluntary HIV counselling and testing (VCT) programmese have been regarded as an important strategy in the management of the HIV/AIDS pandemic. This is in light of having statistics showing only one in five South Africans who know about voluntary counselling and testing also went for testing/ The aim of this study was to get a better understanding of the barriers whoch prevented student nurses from participating in voluntary HIV counselling and testing, explore their knowledge of the VCT process, explore factors which influence their decision to test or not to test and their perception of the VCT programme in their college.
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Helyar, Sinead Marie. "Development and evaluation of a low-fidelity medication administration simulation that generates error as a salient learning experience for first-year nursing students over the long-term." Thesis, University of Southampton, 2017. https://eprints.soton.ac.uk/418262/.
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Nurses are taught protocolised checking procedures as the foundation method for safe medication administration practice. However, medication administration occurs in the complex clinical environment and medication administration error is endemic in clinical practice. As a consequence, nurses need further support to administer medications safely. Simulation education is widely used in nurse education and making an error in simulation is one potential method to make salient the importance of protocolised checking procedures in clinical practice. The purpose of this study was to determine if a low-fidelity medication administration simulation which generated error underlined the importance of checking procedures and provided a salient, effective and sufficiently realistic learning experience for nursing students over the long-term. The study was conducted over a three-year period between April 2007 and April 2010. A low-fidelity online medication administration simulation was developed which replicated a hospital-based medication round using paper charts. A preliminary titration study was completed to titrate variables from clinical practice to generate a a ‘right drug, wrong patient’ error was generated if the ‘five rights’ were not applied. In the comparative study, 124 first-year nursing students were randomly allocated to one of three teaching sessions: the simulation session or one of two identical classroom-based sessions in which students made an error external to the simulation but was actively linked to medication administration error. In one of these sessions, participants were informed about the simulation, its underlying theory and rates of error generated. All participants completed a post session questionnaire investigating the impact of their learning experience. In the long-term qualitative interview study, 12 simulation session participants completed qualitative interviews two-years later about their experience of using the simulation. 35% of participants made an error in the simulation. The results of the questionnaire indicated that a combination of the simulation and the classroom-based session comprised the most effective learning format. The majority of qualitative interview study participants considered the simulation and the active experience of error to be a valuable and realistic learning experience. It reinforced the importance of the five rights and the potential risk of error if they are not applied. The active experience of error in the simulation underlined the importance of the five rights and generated affect to provide an effective learning experience which was salient over the long-term. The active experience of error made the simulation sufficiently realistic. Error can make lower-fidelity simulations more realistic and salient over the long-term. Error should be transformed from a useful but passive by-product into an active component of the simulation learning approach.
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Foley, Adam Michael. "Leadership Skills of First-Year Students." Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/31870.
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Colleges and universities are focusing on graduating students who will succeed in careers (Braxton, Smart, & Thieke, 1991; Erwin, 1991; Quinn, 2004). Numerous skills have been identified as important to employers, including leadership skills (Gale, 2002; Gerber, 2003; Kerka, 1990; Stronge, 1998; Santosus, 2003). As a result, institutions have introduced programs designed to train students on those leadership skills (Freeman, Knott, & Schwartz, 1994; Posner & Brodsky, 1993; Riggio, Ciulla, & Sorenson, 2003). Despite the interest in leadership skills, very little research has been done to look at baseline leadership skills that students possess when they matriculate.
The purpose of this study was to examine the pre-college leadership skills of first year students and examine differences by race and gender on eight distinct scales. These eight scales were defined by the Student Leadership Outcomes Inventory (SLOI) (Vann, 2000). A total of 550 participants of various racial and gender classifications were chosen to participate in the study from a population of all first-year students at a large, public, research institution in the United States.
Participants reported moderately high levels of leadership skills on all eight scales. Differences by race were not revealed. However, differences by gender were found on the technology scale of the instrument. An interaction effect between race and gender was also revealed on the technology scale. Overall, it would seem that students matriculate with some intact leadership skills. Administrators might use this baseline skill level when designing leadership development opportunities for students.Master of Arts
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Amelink, Catherine T. "Predicting Academic Success among First-Year, First Generation Students." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/27094.
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Due to immigration the non-Hispanic White population continues to decrease and the population continues to change in regard to the ethnic and racial make-up. As these demographic changes take place higher education institutions will face increasing pressure from stakeholders to create environments that facilitate degree completion among mounting numbers of populations who are at risk in terms of academic success.
First generation status denotes one group of students who are at risk in terms of persistence towards a bachelor's degree. The purpose of this study was to examine what factors predict the academic success of first year, full-time first generation students. Furthermore, this study examined whether there is a relationship between race, gender, financial need, and language ability and factors used to predict the academic success of first generation students.
Factors were defined as variables measured by the 2002 Your First College Year Survey (YFCY) data (HERI, 2004a). Factors fell into five main areas: Student Background Characteristics, Agents of Socialization, Structural Characteristics, Institutional Environment, and Student Effort (Pascarella & Terenzini, 1991).
The study was based on secondary analysis of the 2002 YFCY data provided by the Higher Education Research Institute at the University of California, Los Angeles. A combination of descriptive statistics, factor analysis, and logistic regression was used for this study.
Findings revealed there are significant differences between academically more successful FGs and FGs who are academically less successful in relation to three factors: Institutional Environment, Student Effort, and Agents of Socialization. FGs are more likely to experience academic success in regard to variables associated with the factor Institutional Environment. There is a greater likelihood FGs will be academically less successful in relation to variables associated with the factors Student Effort and Agents of Socialization. When considering demographic variables in relation to the three significant institutional factors, FGs who are Asian American are more likely to experience academic success. Alternatively, FGs have greater odds of being academically less successful if they are male, African American, Mexican American, and non-native speakers of English.Ph. D.
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Drake, Mary Elizabeth. "Listening to First-Year Community College Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1357.
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First-year community college students are often from underrepresented groups who are unaccustomed to voicing their needs or to being recognized for having more and varied needs than other groups. The purpose of this phenomenological study was to gain an understanding of the factors that may engender or prevent success through listening to what first-year community college students have to say. Research questions addressed what students identified as challenges and successes during their first year and how first person accounts can contribute to the information college personnel need to understand.
Human development theories and models of student persistence informed this study. Semistructured interviews were conducted with 12 18 to 24 year-old first-year community college students from a midatlantic state in the United States. Data were analyzed for themes related to challenges of time management, academic expectations, and balancing the demands of school, life, and work. Students who were interviewed remained attached to their families, worked full or part time, may have had less than optimal learning skills for college material, and did not ask for help regarding academic or financial matters. This study contributes to positive social change by adding qualitative findings to the understanding of the multiple and complicated challenges that traditionally-aged community college students face in persisting in postsecondary education. Using this information, college personnel can design programs to introduce incoming students to services that will promote success.
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Kopel, Jaclyn. "Personal Connections of First-Year College Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4865.
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A private, not-for-profit, 4-year urban university had been struggling to improve its 1st-year retention rate despite conducting previous studies and implementing various initiatives. This study explored the influence that students' personal connections to the study site had on their experience in their 1st year in college. Tinto's student integration models of attrition, Astin's theory on student involvement, and Berger and Milem's model of persistence served as the conceptual framework. A case study design was employed to examine faculty and staff members' beliefs on how the university established and maintained connections with its students and how faculty, staff, and students viewed 1st-year initiatives and retention in relation to personal connection. Individual interviews were conducted with 3 faculty members, 3 staff members, and 15 2nd-year students. The resulting data were coded both manually and using Microsoft OneNote and were analyzed for emerging themes. Some of the results that emerged from the study included that the study site had a difficult time establishing a connection with its students, 1st-year initiatives had mixed results, students stayed at the study site because of a personal connection, and urban institutions have a difficult time establishing a connection with students. These results shed light on a new area on which the university can focus its retention and 1st-year experience efforts. A white paper was written to offer possible solutions to administrators, including changes to the dormitories and a redesign of the 1st-year seminar course. Improvements to 1st-year retention will help promote positive social change by enabling more students to stay in college and graduate on time, which in turn enhances job opportunities and the potential for higher wages.
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Higgins, Margaret. "The first year experience." Manhattan, Kan. : Kansas State University, 2010. http://hdl.handle.net/2097/3861.
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Hayes, Kenneth J. II. "Socializing First Year Composition: A Study of Social Networking Sites' Impact on First Year Students." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1429104678.
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Rice'-Daniels, Patricia. "MULTICOMPETENCE, MULTIPLE INTELLIGENCES AND FIRST-YEAR COMPOSITION STUDENTS." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/786.
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The purpose of this study is to examine, gain, and ultimately share an understanding of certain cognitive differences, similarities, intelligence patterns, and preferences between competent monolingual (English) and multicompetent bilingual/multilingual first-year composition (FYC) college students. Within this project is an attempt to address the following questions: Do monolingual and bilingual/multilingual FYC students show different strengths and weaknesses in their cognitive abilities? Are there learning preferences and literacy differences or similarities between monolingual and bilingual/multilingual FYC students?
Primarily, two cognitive concepts were used in this examination to provide perspectives and quantitative data in response to the above questions. First, is Vivian Cook’s (1992, 1999) multicompetence theory, which involves cognitive differences between monolingual (L1) and bilingual/multilingual (L2/L3) speakers/users; and second, Howard Gardner’s (1999, 2004, 2006) multiple intelligences (MI) theory, whereby two types of MI assessments were used to study any such differences and similarities among FYC students.
To fulfill the requirements for this particular thesis, included is a conference proposal (abstract), a conference paper, and a publishable scholarly article. The necessary charts, graphs, tables, and appendices are provided, accordingly.
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Nelson, Margaret Ann. "First-Year Students' Reasons for Withdrawing From College." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7048.
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Retention of first-year students was a problem at a private 4-year university in the Southeastern United States. The purpose of this qualitative case study was to examine the reasons entering first-year students who were part of the Promise Program withdrew from the university during their first year. Tinto's model of student attrition provided the conceptual framework for the study. Research questions addressed students' rationale for selecting the school, their perspectives on the main causes of first-year attrition, their expectations of campus support services, and their recommendations for how to decrease student attrition. Data were collected from semistructured interviews with 7 students from the spring 2016 and fall 2016 semesters. The interviews were transcribed and analyzed using manual coding and coding software. Findings indicated that students' sense of belonging was the most influential factor in their decision to withdraw from college. Recommendations included a training program for administrators and staff on customer service techniques. This study can bring positive social change to the profession by seeking out systemic changes to promote entering freshmen's college completion. Conclusively, the implications of positive social change is most benefical to students when more students are able to earn a degree, and better their livelihood. The university would benefit by graduating more students and the success of their college graduates could be seen as their own success of addressing student's social and academic needs. Finally, the positive social change for externalities would benefit from the investment in human beings and human capital as a critical input for change and innovations to society.
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Raab, Marianne Fisher. "DO FIRST-YEAR COMPOSITION COURSES BENEFIT BUSINESS STUDENTS?" University of Dayton / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1295625271.
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Vawda, Aamena. "The learning styles of first year university students." Thesis, Nelson Mandela Metropolitan University, 2005. http://hdl.handle.net/10948/358.
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There has been a shift in the South African education system from a purely grade-oriented system to that of a learner-centred outcome-based system of education which challenges higher educational institutions and their faculties to adjust their goals to this system. In South Africa there is evidence of poor academic performance at higher education institutions. Among other things, noncognitive factors may be important mediators of academic success. With the expansion of higher education and the increased emphasis on access, retention and life-long learning, it is a good reason to explore the nature of different learning styles (Healey & Jenkins, 2000). Learning styles and personality types has been identified as significant predictors of academic performance. The present study aimed to contribute to this body of research in general and to Kolb’s (1981) theory of experiential learning and his conceptualisation of learning styles in particular. The aims of the study were to explore and describe the learning styles of first year university students (Aim 1), to explore and describe the learning styles of first year university students per faculty (Aim 2), and to explore the relationship between learning styles and academic performance for students in the various faculties (Aim 3). The study used an explorative descriptive and correlational research method and was conducted within a quantitative framework. Participants were selected using a non-probability convenience sampling technique. The sample was comprised of 391 first year university students to whom Kolb’s Learning Style Indicator was administered as part of the Explore programme during orientation week. Descriptive statistics were used in order to explore and describe the learning style of the learners for the sample as a whole and per faculty. Data for the learning styles and academic performance categories were cross tabulated so as to comment on the relationship between learning styles and academic performance per faculty. Small cell sizes made it impossible to analyse the latter data statistically. Across the six faculties the Accommodator learning style was the most represented, followed by the Diverger learning style. No significant relationship was found between learning styles and academic performance. The implications of the findings for counselling and teaching students are highlighted and suggestions to expand the research through using larger samples are also made.
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Washington, Georgita T. "Surviving the First Year as a New Faculty Member." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7603.
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Jorgenson, Jessica. "First-Generation Pedagogy: A Case Study of First-Generation College Students in First-Year Writing." Diss., North Dakota State University, 2016. http://hdl.handle.net/10365/25663.
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The purpose of this research was to examine the motivations and attitudes first-generation college students held toward classroom interventions and written assignments. This classroom research took place during one semester in a single English 120 College Composition II class that included fourteen enrolled students with three students self-identifying as first-generation college students. The study was composed of two separate qualitative surveys: a pre-survey and a post-survey and all surveys. The pre-survey was distributed to all fourteen enrolled students during week three of the semester. The post-survey was distributed to all students during the final week of the semester. Based on the findings of this survey, and previous research conducted on first-generation college students, this study argues for three pedagogical interventions that can best engage the needs of first-generation college students. The pedagogical interventions include creating structured peer review groups, creating an empathetic space, or safe space, within the classroom, and demonstrates the importance of teaching genres that open up pathways for an emotional discourse in the classroom. These three pedagogical interventions best benefit first-generation college students, but may also benefit the learning of all students.
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Wells, Jaclyn M. "Invisible conflict : working-class students in first-year composition /." Available to subscribers only, 2005. http://proquest.umi.com/pqdweb?did=1079657851&sid=26&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Pickett, Rachel Fabel. "Examining vocational exploratory behavior in first-year college students /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1460291791&sid=4&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Thesis (Ph. D.)--Southern Illinois University Carbondale, 2007."Department of Psychology." Keywords: Vocational psychology, Career development, First-year college students, Counseling psychology, Vocational, College students Includes bibliographical references (p. 124-140). Also available online.
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González, Lomeli Daniel, Figueiras Sandra Castañeda, and Noriega María de los Angeles Maytorena. "Learning styles and achievement in first-year university students." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/100927.
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A structural model of students' appraisals about their own learning strategies and the effects of these strategies on their school scores is presented. Self-reports of 229 new first-year-students of a public university were analized using a structural equations method. Participants responded to a learning-style questionnaire, and their final first semester course scores were also recorded. The measurement model confirmed the existence of acquisition, memory resources managing, and information processing strategies, very much alike those proposed by Castañeda (1995). Since the model explained only the 7% of the school achievement, the modeling of the dependent latent variable, conformed by a set of observed variables, is stressed and debated.Se presenta un modelo estructural de las valoraciones de 229 estudiantes acerca de sus estrategias de aprendizaje y el efecto en sus calificaciones escolares. Se realizó un análisis de ecuaciones estructurales que utilizó las respuestas a un inventario de estilos de aprendizaje y las calificaciones escolares del primer semestre. El modelo confirmó la presencia de estrategias de adquisición, de administración de recursos de memoria y de procesamiento de información, similar a lo propuesto por Castañeda (1995). Dado que el modelo explicó sólo 7% del aprovechamiento escolar, se discute la necesidad de modelar la variable dependiente como una variable latente conformada por un conjunto de indicadores que den cuenta cabal del logro escolar
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King, Caitlin. "Thoughts of a first year teacher: Know Your Students." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/139.
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This Ethnographic Narrative is a research based look into the lives of socially disadvantaged students in a low-income area. It breaks down the assets and needs of each student individually and discusses how to better help them academically and socially based on their individual personalities and needs. The narrative also discusses the community in which these individual students live and attend school, it looks at research on the community to determine how each student is affected by the city that they live in. Finally the narrative concludes by looking at the teacher over the course of this past year and how this teacher developed in their profession and developed with each individual student. After extensive research and hands on experiences, my findings have pointed me in one direction: the more that a teacher gets to know their students outside of their academic skills, the more a teacher is going to be able to work with and mold their students. If students feel appreciated and respected, then they are willing to complete their work with ease. Teachers will have wonderful years in this profession when they truly know the students that they are working with.
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Lillard, Shanetta S. "What Drives Underprepared Students From the First Year On." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7160.
Full textAbstract:
College students often enter college academically unprepared, as evidenced by low high school cumulative GPAs or poor SAT scores. In response to this problem, administrators at a 4-year university in the Mid-Atlantic region of the Unites States implemented an intensive, semester-long program to introduce and acclimate conditionally admitted students to the rigors of collegiate life. The purpose of this study was to understand how to assist students in moving from Year 1 to full admission and beyond. In accordance with Bandura's reciprocal causation of social cognitive theory model, the research questions centered on conditionally admitted students' descriptions of their experiences with intensive, semester-long program participation. The qualitative case study used data collected from 10 semistructured interviews with conditional admission program student participants. Data analysis consisted of initial coding, axial coding, and iterative recategorization to identify the key findings. Among the findings were that the study site lacked strong faculty-student engagement and that students had mixed feelings regarding the seminar course being helpful. However, they found the university environment conducive to learning, leading them to stay. A white paper provided potential solutions to administrators, including increased faculty-student engagement and more meaningful required seminars for first-year conditionally admitted students. This study and the subsequent project may create positive social change by expanding degree achievement for underprepared, conditionally admitted college students, which thus increases opportunities for upward social mobility.
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Smith, Dennell Lawrence. "Developmental Students' Perception of a First Year Learning Community." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1554.
Full textAbstract:
This project study was an evaluation of a first year learning community program for community college students enrolled in developmental coursework at a community college in California. The program had never been evaluated. The evaluation used learning community students' and faculty members' perception as a basis for evaluation, specifically concentrating on areas that promoted student success and areas that needed further refinement. Only former program participants and the program faculty members were eligible for the study. Of the 78 eligible participants, responses from 51 students and the 2 faculty members were collected. The theoretical framework was grounded in Tinto's work with learning communities. Data for the evaluation were collected using surveys with open-ended questions as well as interviews with faculty. The qualitative analysis required theme identification using key words from the surveys and interviews. The results from the study indicated that the learning community provided a social support for student learning that was considered a strength for the program but that various elements of programming such as class scheduling and policies were considered areas needing improvement. The project evaluation resulted in an administrative evaluation report. The findings may be incorporated as recommendations for program improvements and documentation of best practices at the community college. The implication for positive social change is that other community colleges may be able to use the recommendations generated in the report to improve their learning community programs so that their students might be encouraged to persist towards degree completion.
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Coetzee, Carla. "Mathematical thinking skills needed by first year programming students." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60991.
Full textAbstract:
The aim of this qualitative study is to explore and describe the mathematical thinking
skills that students require for a first level programming subject that forms part of the
National Diploma in Information Communication Technology (ICT) at a University of
Technology (UoT).
Mathematics is an entry requirement for many tertiary programmes, including ICT
courses, unfortunately the poor quality of schooling in South Africa limits learners'
access to higher education. From the literature it is evident that students lack fluency
in fundamental mathematical and problem-solving skills when they enter higher
education.
In this study, the concept of programming thinking skills is explored, described and
linked to mathematical thinking skills. An instrument (Mathematical and Programming
Thinking Skills Matrix for the Analysis of Programming Assessment) has been
developed and used to analyse examination papers of a first-year programming
subject (at TUT) in order to identify mathematical skills as these appear in
programming assessments. Semi-structures interviews were conducted with first-year
programming lecturers, examiners and moderators. The literature as well and the
results of the analysed data indicated and confirmed that mathematical thinking skills
are extremely important when learning to program. The results of the study indicate a
strong relationship between mathematical thinking skills and programming thinking
skills.
The outcome of this study is therefore a set of mathematical thinking skills that needs
to be developed when compiling a mathematics curriculum for first level programming
students studying towards a National Diploma in ICT.Dissertation (MEd)--University of Pretoria, 2016.
Science, Mathematics and Technology Education
MEd
Unrestricted
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Steinhauer, Heidi Marie. "Assessment of First-Year Engineering Students' Spatial Visualization Skills." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/37596.
Full textAbstract:
This research was undertaken to investigate the assessment of the spatial visualization skills of first-year engineering students. This research was conducted through three approaches: (1) a review of cogent research framed by a spatial visualization matrix, (2) the development and validation of an Engineering Graphics Concept Inventory, and (3) an investigation into the relationship into the correlations between 3D modeling skills and performance on the Purdue Spatial Visualization Test: Rotations (PSVT:R) and the Mental Cutting Test (MCT).
The literature reviewed spans the field of published research from the early 1930â s to the present. This review expands and provides a new direction on published research as it is viewed through the lenses of the four common pedagogical approaches to teaching spatial visualization: the standard approach, the remedial approach, computer-aided design, and the theory-informed approach. A spatial visualization matrix of criteria was developed to evaluate each of the methods. The four principle criteria included: learning outcomes, active and engaged learning, stage of knowledge, and explanatory power. Key findings from the literature review indicate the standard method is not the most effective method to teaching spatial visualization while the theory-informed method as evaluated by the matrix is the most effective pedagogical approach of the four methods evaluated.
The next phase of this research focused on the two-year development, validation, and reliability of an Engineering Graphics Concept Inventory given to over 1300 participants from three universities. A Delphi method was used to determine the key concepts identified by the expert panel to be included in the inventory. A student panel of 20 participants participated in the pilot study of â think aloudâ protocols to refine inventory test items and to generate the appropriate distractors. Multiple pilot studies coupled with a detailed psychometric analysis provided the feedback and direction needed for the adjustment of test items. The reported Cronbachâ s α for the final instrument is .73, which is within the acceptable range. The inventory is ready to be implemented and the predictability of the instrument, in reference to studentsâ spatial visualization skills, to be researched.
The final chapter of this research was a correlational study of the relationship between first-year engineering studentâ s 3D modeling frameworks and their performance on the PSVT:R and the MCT. 3D modeling presence in graphical communications has steadily increased over the last 15 years; however there has been little research on the correlations between the standard visualization tests and 3D modeling. 220 first-year engineering students from Embry-Riddle Aeronautical University participated in the study in the fall of 2011. The main findings from this research indicate there is no significant correlational relationship between the PSVT:R and a studentâ s 3D modeling ability, but there is one for the MCT. The significant correlational factors reported for the MCT and modeling aptitude for the three assignments are: r = .32 (p < 0.05), .36 (p< 0.01), and .47 (p< 0.01). These findings may be used by undergraduate educators and course administrators to more effectively organize engineering graphics education to yield students with deeper, more meaningful knowledge about engineering graphics and its inherent connection throughout the engineering curriculum.
Together these three studies represent a sequential exploratory mixed methods approach that intertwines qualitative interviews and observations to frame the quantitative instrument and data collection. Results of this study can be used to guide the assessment of incoming freshmen engineering students, and the modification and development of engineering graphics courses.Ph. D.
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Allam, Yosef S. "Enhancing Spatial Visualization Skills in First-Year Engineering Students." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1259703062.
Full text
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Khohliso, Sylvester Mziwonke. "Improving technological entrepreneurship of first-year students at universities." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/6476.
Full textAbstract:
A challenge facing higher education institutions is the level of technological entrepreneurship of first-year students in the field of technological programmes. This challenge has put pressure on management of higher education institutions to introduce an entrepreneurial mindset and encourage innovation. According to Development Policy Research Unit (2007:18), 23 percent of students choose qualifications mainly for the employment opportunities. According to Shein, Crous, and Schepers (2010:1), not only in growing economies such as South Africa‟s, entrepreneurship contributes to a national growth and contributes to job creation. Shein, et al. (2010:1), further claim that recent studies have shown a shift towards studying entrepreneurship in an attempt to uncover its fundamentals and its importance in adding to the well-being of the country.
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Walton, Marguerite. "Mathematical requirements for first-year BCOM students at NMMU." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/886.
Full textAbstract:
These studies have focused on identifying the mathematical requirements of first-year BCom students at Nelson Mandela Metropolitan University. The research methodology used in this quantitative study was to make use of interviewing, questionnaire investigation, and document analysis in the form of textbook, test and examination analysis. These methods provided data that fitted into a grounded theory approach. The study concluded by identifying the list of mathematical topics required for the first year of the core subjects in the BCom degree programme. In addition, the study found that learners who study Mathematics in the National Senior Certificate should be able to cope with the mathematical content included in their BCom degree programme, while learners studying Mathematical Literacy would probably need support in some of the areas of mathematics, especially algebra, in order to cope with the mathematical content included in their BCom degree programme. It makes a valuable contribution towards elucidating the mathematical requirements needed to improve the chances of successful BCom degree programme studies at South African universities. It also draws the contours for starting to design an efficient support course for future “at-risk” students who enter higher education studies.
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Linder, Patricia L. "An Analysis of Self-Directed Learning of First-Year, First-Generation College Students." Thesis, University of South Florida, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3558620.
Full textAbstract:
The purpose of this study was to examine the reflective essays of first-year, first-generation college students for evidence of self-directed learning at the conclusion of their first semester at the university. A phenomenological qualitative method was employed and a content analysis rating rubric used to identify and code evidence related to four themes: Self Awareness, Decoding and Pattern Fit, Autonomy/Responsibility, and Academic Success.
The study findings indicated that first-year, first-generation college students have the capacity to take ownership of their learning in ways exemplified by self-directed learners. Participants demonstrated deep reflection and metacognition and their essays revealed unexpected student vulnerability as they voiced fears and hopes with a nearly innocent transparency and candor. Study findings also emphasized the importance of a support system that includes coursework designed to facilitate understanding of individual learner characteristics, emphasize strategies to maximize learner efforts that lead to successful outcomes, and empower students to become more self-directed. This study also expands the field of adult education by providing evidence that learner control is a key component of self-direction and is positively correlated to academic success. Ample evidence related to metacognition, self-regulation, and learner control was identified in the essay data.
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Linder, Patricia Lynne. "An Analysis of Self-Directed Learning of First-Year, First-Generation College Students." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4529.
Full textAbstract:
The purpose of this study was to examine the reflective essays of first-year, first-generation college students for evidence of self-directed learning at the conclusion of their first semester at the university. A phenomenological qualitative method was employed and a content analysis rating rubric used to identify and code evidence related to four themes: Self Awareness, Decoding and Pattern Fit, Autonomy/Responsibility, and Academic Success.
The study findings indicated that first-year, first-generation college students have the capacity to take ownership of their learning in ways exemplified by self-directed learners. Participants demonstrated deep reflection and metacognition and their essays revealed unexpected student vulnerability as they voiced fears and hopes with a nearly innocent transparency and candor. Study findings also emphasized the importance of a support system that includes coursework designed to facilitate understanding of individual learner characteristics, emphasize strategies to maximize learner efforts that lead to successful outcomes, and empower students to become more self-directed. This study also expands the field of adult education by providing evidence that learner control is a key component of self-direction and is positively correlated to academic success. Ample evidence related to metacognition, self-regulation, and learner control was identified in the essay data.