College of Nursing
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Browsing College of Nursing by Subject "Academic success"
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Item Factors influencing academic success among nurse anesthesia students(11/24/2021) Tubog, Tito D; Liu, FuqinThe admission process to nurse anesthesia programs is very rigorous. Students enrolled in nurse anesthesia education are academically and experientially prepared for graduate work. However, some students are not academically successful in the didactic learning phase of the program. There is limited research on academic success in the didactic learning phase of the nurse anesthesia program. There is a need to learn about academic success from the perspectives of students who have successfully passed the didactic learning phrase. To better understand the students' views on the factors influencing academic success in the didactic learning phase of the nurse anesthesia curriculum, a qualitative descriptive research design was conducted. A total of 14 participants were included in this study. All participants are students enrolled for at least 18 months in a nurse anesthesia school. A semi-structured interview questionnaire was used to gather data. The method proposed by Lundman and Graneheim was used for content analysis. Six themes emerged from the data analysis. The data showed factors that influenced academic success during the didactic portion of the NA education: (1) utilization of effective study strategies and methodology, (2) transition to deep learning behaviors, (3) integration of learning styles and technology, (4) consideration of individual teachers, (5) staying connected and (6) adjusting to being a NA student. These findings may be used for educators, nurse anesthesia leadership, and institutions offering nurse anesthesia education. Academic success is influenced by a combination of cognitive, noncognitive, and sociodemographic factors. In the didactic phase of NA education, noncognitive factors have shown to be a driver to the academic performance of t students. The findings of this study added new dimensions and perspectives to the body of research in NA education. The findings have implications for nurse anesthesia education, policy, practice, and future studies. Stakeholders involved in students' academic success during the didactic phase of the NA curriculum may develop plans to address factors contributing to academic success to assist students in their academic journey.Item Variables predictive of program : An NCLEX success for Associate Degree Nursing Students(2001-08) Percoco, Thelma; Young, Anne; Wieck, Lynn; Hawkins, ChrisIn order to evaluate the influence of selected performance characteristics on successful completion of an associate degree in nursing program (ADN) and success on the NCLEX-RN, a retrospective study reviewed records of 177 students admitted to an ADN program from 1991 to 1997. Data collection included demographic variables, course grades in pharmacology and psychology, GPAs of biology and English courses, and total numbers of remedial courses taken. Dependent variables were successful completion of the program and the NCLEX-RN. Descriptive statistics were used for the demographic data, means and standard deviations for course grades and GPAs, and logistic regression to determine if there were any relationships between dependent and independent variables. Logistic regression revealed that psychology (p < 0.01) course grades, pharmacology (p > 0.05) course grades, and biology GPA (p > 0.05) were predictors of program success. This model correctly predicted program success 76.89 of the time. Pharmacology grade (p > 0.008) was the only predictor of NCLEX RN success. This model using pharmacology classified those successful on the NCLEX-RN at a rate of 78%. Participation in remedial courses was not predictive of student ability to complete the program nor to be successful on the licensure exam. Findings indicate that general education courses demonstrated relationships to success in the program; however, general education courses did not demonstrate relationships with success on the NCLEX-RN. Pharmacology, a nursing prerequisite, was the only course that demonstrated a relationship with both dependent variables.Item Variables predictive of program and NCLEX success for associate degree nursing students(2001-08) Percoco, Thelma A.; Young, Anne; Wieck, Lynn; Hawkins, ChrisIn order to evaluate the influence of selected performance characteristics on successful completion of an associate degree in nursing program (ADN) and success on the NCLEX-RN, a retrospective study reviewed records of 177 students admitted to an ADN program from 1991 to 1997. Data collection included demographic variables, course grades in pharmacology and psychology, GPAs of biology and English courses, and total numbers of remedial courses taken. Dependent variables were successful completion of the program and the NCLEX-RN. Descriptive statistics were used for the demographic data, means and standard deviations for course grades and GPAs, and logistic regression to determine if there were any relationships between dependent and independent variables. Logistic regression revealed that psychology (p < 0.01) course grades, pharmacology (p > 0.05) course grades, and biology GPA (p > 0.05) were predictors of program success. This model correctly predicted program success 76.89 of the time. Pharmacology grade (p > 0.008) was the only predictor of NCLEX RN success. This model using pharmacology classified those successful on the NCLEX-RN at a rate of 78%. Participation in remedial courses was not predictive of student ability to complete the program nor to be successful on the licensure exam. Findings indicate that general education courses demonstrated relationships to success in the program; however, general education courses did not demonstrate relationships with success on the NCLEX-RN. Pharmacology, a nursing prerequisite, was the only course that demonstrated a relationship with both dependent variables.