Approaches to Study in Undergraduate Nursing Students in Regional Victoria, Australia

Abstract

<jats:title>Abstract</jats:title><jats:p>In developmental research to devise a strategy to identify students who may benefit from assistance with learning habits, approaches to study were explored in undergraduate nursing students (<jats:italic>n</jats:italic>=122) enrolled in a compulsory first-year course in physiology at a regional Australian university. The course constituted 30 credits (25%) of their first year of study. Using the Approaches and Study Skills Inventory (ASSIST), students were identified as adopting a deep (<jats:italic>n</jats:italic>=38, 31%), strategic (<jats:italic>n</jats:italic>= 30, 25%), or a surface (<jats:italic>n</jats:italic>=54, 44%) approach to study. Internal consistency (Cronbach’s alpha [<jats:italic>α</jats:italic>]) for deep, strategic, and surface was 0.85, 0.87, and 0.76, respectively. Subsequently, a cluster analysis was done to identify two groupings: a “surface” group (<jats:italic>n</jats:italic>=53) and a “deep/strategic” group (<jats:italic>n</jats:italic>=69). The surface group scored lower in deep (33.28±6.42) and strategic (39.36±6.79) approaches and higher in the surface (46.96±9.57) approach. Conversely, the deep/strategic group scored 46.10±6.81, 57.17±7.81, and 41.87±6.47 in deep, strategic, and surface styles, respectively. This application of the ASSIST questionnaire and cluster analysis thus differentiated students adopting a surface approach to study. This strategy may enable educators to target resources, for example additional tutorial opportunities, peer-assisted study support, and tutor-led seminar sessions aimed at encouraging students to adopt a less superficial approach to study.</jats:p>

Occupational Therapy Students in Norway: Do Their Approaches to Studying Vary by Year In the Program?

“…As confirmed by previous factor analyses, (Ballantine et al, 2008;Brodersen, 2007;Brown, Wakeling, Naiker, & White, 2014;Byrne et al, 2004;Reid et al, 2005).…”

Associations Between Self-Esteem, General Self-Efficacy, and Approaches to Studying in Occupational Therapy Students: A Cross-Sectional Study

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The relationship between approaches to study and academic performance among Australian undergraduate occupational therapy students

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