The effects of undergraduate nursing student–faculty interaction outside the classroom on college grade point average

Al‐Hussami, Mahmoud; Saleh, Mohammad; Hayajneh, Ferial; Abdalkader, Raghed Hussein; Mahadeen, Alia I.

doi:10.1016/j.nepr.2011.02.004

Cited by 20 publications

(15 citation statements)

References 25 publications

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“…The respondents of this study disagreed with the perception that female students perform better than male students academically. Contrary to this finding, however, some studies have shown that females outscore males academically (Al-Hussami et al 2011 ; McCarey et al 2007 ; Shulruf et al 2011 ). Similarly, it is found that women perform better than men in colleges and universities (Hyde & Kling 2000, cited in UK Essays 2013 ).…”

Section: Discussionmentioning

confidence: 86%

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

Dube

Mlotshwa

2018

Curationis

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BackgroundThe success of any educational institution is measured by its academic performance or how well students meet the standards set out. Currently, nursing students’ academic failure is a phenomenon of growing international interest because of its economic impact and its negative effects on the availability of future nurses in different health care systems. Factors identified as influencing the academic performance of students include the socio-economic background of parents or guardians, lecturer–student relationships, academic support services, demographic factors, quality of nurse educators, availability of facilities in the school, the language of instruction and level of entry qualifications of students.ObjectivesThe purpose of this study was to describe the perceptions of enrolled student nurses on factors influencing their academic performance in a private nursing school in KwaZulu-Natal, South Africa.MethodData were collected from 100 respondents using an adapted instrument related to the factors believed to influence students’ academic performance.ResultsThe results showed that parental involvement in education, good and supportive relationships between nurse educators and students, classroom computer technological gadgets, internet connection and adequate learning facilities were perceived as fostering better academic performance of students. In contrast, poor family background, use of English language for classroom instruction as well as negative peer group influences were leading to poor academic performance.ConclusionNursing institutions should, therefore, select students with higher-level entry qualifications, early identify at-risk students, recruit more qualified nurse educators and upgrade their facilities.

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Section: Discussionmentioning

confidence: 86%

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

Dube

Mlotshwa

2018

Curationis

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“…Faculty contact outside the classroom has been linked to higher grade point average (GPA) (Al-Hussami, Saleh, Hayajneh, Abdalkader, & Mahadeen, 2011;Cress, 2008) and has been identified as an independent predictor of student intellectual development, even after controlling for students' prior educational experiences or abilities (Tinto, 2004). Informal mentoring can also have positive outcomes for students (Hagenauer & Volet, 2014).…”

Section: Interactions Outside the Classroom Influence Student Achievementioning

confidence: 99%

“The Ones that Care Make all the Difference”: Perspectives on Student-Faculty Relationships

et al. 2020

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Student-faculty (S-F) interactions that are conducive to students’ learning can help reduce the retention and graduation gaps in higher education, especially for college students from underrepresented and underprivileged backgrounds. The aim of the study was to explore students’ perceptions of their interactions with faculty, and the subjective impact of these interactions on students’ academic and personal life. We analyzed qualitative data from a larger study with the goal of providing best practice models to support students experiencing displacement and food insecurity. Through purposive sampling techniques, 53 students from a diverse public university were recruited. Recruitment strategies focused on students who were likely to be facing academic, personal, and/or financial challenges that may affect their academic performance. Students were interviewed three to four times over a four to six-month period, using semi-structured interview guides. Our multidisciplinary team analyzed data thematically in team-based coding sessions using an online software. We identified four themes for faculty practices: (1) Creating Pedagogical Space, (2) Being Inclusive and Aware, (3) Being Engaged and Engaging Students, (4) Doing More Than Teaching. Based on students’ perspectives, these practices lead to supportive and responsive S-F relationships that facilitate learning and success. The findings have implications related to how faculty can encourage caring S-F relationships and create conducive learning environments where students can thrive, especially during times of crisis.

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“…The teacher plays a strong role in learning-teaching experiences, thus teachers' attitudes toward students in the classroom or in the clinical area and their attitudes in the teaching process, have a great impact on students' learning outcomes. Students-faculty members relationship was assessed in Jordan, at a public university as perceived by the students [18]. The students reported positive learning outcomes (better academic grades) when they interact more with their teachers after the classroom to discuss courses and to discuss further issues.…”

Section: Learning-teaching Experiencesmentioning

confidence: 99%

Factors Influencing Nursing Students’ Empowerment: A Literature Review

Al-Niarat¹,

Abu-Moghli²

2019

OJN

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Aim: The purpose of this literature review is to locate the available literature that addresses the factors influencing the nursing students' empowerment. Background: Nursing students' empowerment is an essential element to enhance the learning process. Nursing students' learning experiences in the classroom and in the clinical placement play vital role in their empowerment. Data Source: A review of relevant literature using the following databases: CINAHL, ERIC & EBSCO. Methods: A literature review of, peer-reviewed research, Master/PhD dissertations full text and published on the listed databases between (2003-2019) was done. Results: A final review of 16 studies was included, quantitative and qualitative studies that discussed the factors that may affect nursing students' empowerment were included in this review. Conclusion: Viewed articles revealed that nursing students' empowerment may be affected by many factors. According to previous literature and according to the authors' perspective, the retrieved articles categorized as followings: intrapersonal empowerment, learner orientation to learning, teaching-learning experiences, and the learning environment that influencing the learners' empowerment.

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The effects of undergraduate nursing student–faculty interaction outside the classroom on college grade point average

Cited by 20 publications

References 25 publications

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

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

“The Ones that Care Make all the Difference”: Perspectives on Student-Faculty Relationships

Factors Influencing Nursing Students’ Empowerment: A Literature Review

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