Factors influencing enrolled nursing students’ academic performance at a selected private nursing education institution in KwaZulu-Natal

Dube, Makhosazane; Mlotshwa, Puseletso Ruth

doi:10.4102/curationis.v41i1.1850

Cited by 50 publications

(58 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The present study showed a statistically significant correlation between students who have studied in public high schools and lower grade point average, corroborating previous results (Dube & Mlotshwa, 2018;Coffield et al, 2004).…”

Section: Discussionsupporting

confidence: 93%

Learning Styles of Students and Professors of a Dental School in Latin America: A Cross-Sectional Study

Medina¹,

Goméz-Restrepo²,

Echeverri-Restrepo³

2019

GJHS

View full text Add to dashboard Cite

PURPOSE: To recognize the learning styles of applicants, dental students, and professors with several academic degrees. Besides, it was explored the association between grade point average (GPA) of the students and their learning styles. METHODS: It was designed a cross-sectional research. The present research was attended by applicants admitted for a place in the academic period 2019-1 and by the students of the Faculty of Dentistry enrolled during the academic period 2018-2. Besides, all professors were invited to participate. The participants responded to a validated questionnaire to identify their learning style after signing the informed consent. The T-student test was executed to calculate the differences between the groups; besides, post-hoc check was run. Linear regression models were performed expressed in β and 95% confidence intervals. P values of <0.05 were contemplated as statistically significant. RESULTS: A total of 34 applicants, 425 students, and 121 professors participated in the present research. Students and professors presented preference for the theorist and reflector styles; however, the applicant students had a higher preference for the theorist (p = .002), and pragmatist styles (p < .001). A significant correlation was observed between the higher GPA of the students and the theorist style (r = .2; p < .0001). The multivariate linear regression model showed that the theorist style protects against a lower mean of GPA in students (β = -.2; p = .018) after adjusting for sex, age, public high school, and semester enrolled. Besides, professors favored the theorist and reflector styles. CONCLUSIONS: Students and professors preferred the theorist and reflector styles; however, the applicant students favored the theorist and pragmatist. Besides, the theorist style protected against a lower mean of GPA in students.

show abstract

Section: Discussionsupporting

confidence: 93%

Learning Styles of Students and Professors of a Dental School in Latin America: A Cross-Sectional Study

Medina¹,

Goméz-Restrepo²,

Echeverri-Restrepo³

2019

GJHS

View full text Add to dashboard Cite

show abstract

“…Parental socioeconomic influences are known to affect learning performance and academic growth which can lead to clinical performance in students [ 29 , 32 ]. The current study investigated the influence of parental education and monthly family income levels on empathy among participants.…”

Section: Discussionmentioning

confidence: 99%

Measuring Empathy among Dental Students and Interns: A Cross-Sectional Study from Dammam, Saudi Arabia

Nazir

Alhareky

Alqahtani

et al. 2021

International Journal of Dentistry

View full text Add to dashboard Cite

Objective. To evaluate empathy and its related factors among undergraduate dental students and interns enrolled in a public dental college in Dammam, Saudi Arabia. Materials and Methods. This cross-sectional study used the Jefferson Scale of Empathy-Health Profession Students (JSE-HPS) version to determine empathy in 362 dental students and interns in Dammam, Saudi Arabia. The JSE-HPS is a 20-item 7-point Likert scale questionnaire, and its score ranges from 20 to 140 with high values indicating increased empathy. Influences of age, gender, class year, previous year’s grade point average (GPA), educational attainment of parents, and monthly family income on empathy were evaluated. Results. Of 501 enrolled students and interns, 362 returned completed questionnaires, and the response rate of the study was 72%. The sample’s empathy score (JSPE-HPS scale) ranged from 70 to 129 with a mean of 96.75 (±13.76). Most participants believed that empathy is important for effective communication with patients (96.1%) and can improve the provider-patient relationship (95.6%). Females demonstrated a significantly higher mean empathy score (99.98 ± 14.01) than males (92.72 ± 12.35) ( P < 0.001 ). Similarly, the participants with high GPA (98.06 ± 13.69) had significantly greater mean empathy scores than those with low GPA (94.84 ± 13.68) ( P = 0.029 ). The mean empathy score increased significantly from junior students (3rd and 4th year students) to senior students (5th and 6th year students) and interns ( P = 0.008 ). Multiple linear regression analysis showed that class year (B = 2.03, P = 0.006 ) and GPA (B = 8.67, P = 0.003 ) were significant factors associated with empathy. Conclusions. Empathy is important for effective patient communication and improved provider-patient relationship. Female gender, high GPA, and class years were associated with empathy. Empathy should be integrated into dental curricula for effective student learning and positive patient care outcomes.

show abstract

“… 7 , 8 The students’ academic achievements can also vary due to different factors. 9 For instance, several study's findings showed differences about the association between gender and academic achievements of students. 10–12 Likewise, different study's findings also revealed that the mode of admissions affect the students’ academic achievements.…”

Section: Introductionmentioning

confidence: 99%

Correlation Between Academic and Clinical Practice Performance of Nursing Students at a Pediatrics and Child Health Nursing Course; Mizan-Tepi University, Ethiopia

Gamtessa

2021

AMEP

View full text Add to dashboard Cite

Background Members of the nursing profession face problems in relating knowledge with practice. However, there was no study on the correlation between academic and practice performance of pediatrics nursing in Ethiopia. Methods A cross-sectional study was conducted at Mizan-Tepi University using 396 nursing students’ academic and practice achievements on a pediatric nursing course. SPSS version 21.0 was used for analysis. Spearman’s rho correlation (r s ), one way ANOVA, independent t -test and determination coefficient (R 2 ) were computed at p < 0.05. Results The academic performance was strongly correlated with practice performance of the 2015 ( r s (394) = 0.7, p<0.001) and 2017 ( r s (394) = 0.7, p<0.001) batches of regular students. However, there was a moderate correlation between academic and practice performance for the batch of 2016 regular students (r s (394) = 0.43, p<0.001). There was a moderate correlation between academic and practice performance of the 2015 ( r s (394) = 0.6) and 2016 ( r s (394) = 0.51, p<0.001) batches of summer students. Linear regression analysis showed that academic performance explained 17.9% to 44.1% of variability in practice performance of the regular students. The linear regression analysis also showed that academic performance explained 26.5% to 41.2% of the variability in the practice performance of summer students. Independent T -test revealed significant mean performance difference by admission type (academic (t (144.7) = 6.43, p<0.001) and practice (t (115.5) = 5.71, p<0.001)). The mean performance difference significantly varied with sex both at academic (t (394) = 3.38, p=0.001) and practice (t (394) = 4.57, p<0.001) levels. Conclusion There was a moderate to strong correlation between academic and practice performance. In addition to academic performance, variation in practice was also explained by other factors which deserve more study. Enhancing academic performance can further increase practice performance. In general, the achievements of regular and male students at pediatrics was statistically significantly higher than their counterparts. Hence, female and summer nursing students deserve extra support from nurse educators to enhance their performance.

show abstract

Factors influencing enrolled nursing students’ academic performance at a selected private nursing education institution in KwaZulu-Natal

Cited by 50 publications

References 27 publications

Learning Styles of Students and Professors of a Dental School in Latin America: A Cross-Sectional Study

Learning Styles of Students and Professors of a Dental School in Latin America: A Cross-Sectional Study

Measuring Empathy among Dental Students and Interns: A Cross-Sectional Study from Dammam, Saudi Arabia

Correlation Between Academic and Clinical Practice Performance of Nursing Students at a Pediatrics and Child Health Nursing Course; Mizan-Tepi University, Ethiopia

Contact Info

Product

Resources

About