A path model of factors influencing the academic performance of nursing students

Abstract

Implications for nurse education, and interventions that focus on improving students' academic motivation are discussed in the context of the 'personal teacher' support framework.

Improving academic success: Evaluation of the BN Transition to Clinical Practice Module

“…A 'good beginning' can positively impact on students' ultimate academic success [29] thus, a 'transition program' for first year nursing students, as described in this paper, can be integral in facilitating students' academic adjustment into nursing studies. Additionally, through the inclusion of discipline-specific literacies it not only supports students' successful engagement with their program of study, but begins the process of equipping graduates with the communication skills required by employers [23] .…”

“…However, the students' confidence in academic writing had not, at that stage, been tested through formal assessment processes so it is possible that some, as argued by Ofori and Charlton [29] , "overestimate their academic capabilities may not become aware of this overestimation until their grades are known" (p. 514). The students in this study were generally young with 41.2% being 18-20 years of age, and a further 40.2% between 21-29 years of age, and Ofori and Charlton found younger age to be positively associated with a lower likelihood to seek academic support.…”

“…Misra and McKean [37] found that aspects of time management have a mediating effect on academic stress, and that effective time management appeared to lower this. Ofori and Charlton [29] presented evidence that students using self-regulated learning strategies such as planning, monitoring and effort management are more likely to have a higher degree of self-efficacy, i.e., the ability to perform a set of actions to achieve a desired outcome. They found that a positive relationship between self-efficacy and increasing student age.…”

Evaluation of the relationship between social level perceived as the predictor of academic achievement and solitude in nursing students<p>Hemşirelik öğrencilerinde akademik başarının yordayıcısı olarak algılanan sosyal düzeyi ile yalnızlık arasındaki ilişkinin incelenmesi

“…Yapılan çalışma sonuçlarına göre, hemşirelik öğrencilerinde yaşanan akademik başarısızlığın, okuldan ayrılma ve okulu bırakma gibi sonuçlara neden olabileceği ortaya konulmuştur (White et al, 1999;Ofori and Charlton, 2002;Richardson, 1996). Oysa günümüzde akademik yönden başarılı ve nitelikli hemşire gücü potansiyelinin kaliteli ve güvenli hasta bakımında en temel bir güç olduğu kabul edilmelidir.…”

The relationship between locus of control and problem-solving skills on midwifery students

“…Ebelik aktivitelerinin iyi uygulandığı ülkelerde, gelişmişlik düzeyi de yüksektir. 15 Tüm bu beklentilerin karşılanmasında ebelik eğitimi sırasında öğrencilere profesyonellikte önemli olan karar verme, iletişim becerisi, problem çözme, kendini tanıma, motivasyon, liderlik, kontrol odağı ve kendi kendine öğrenme becerisi vb bilgilerin verilmesi önemlidir. Bu kapsamda ebelik eğitimi alan öğrencilerin problem çözme becerileri ve bu becerilerini etkileyen kontrol odağı algılarının belirlenmesi, ebelik lisans eğitiminde problem çözme becerilerini geliştirmeye yönelik eğitimlerin verilmesi önemlidir.…”