Time-to-event analysis of individual variables associated with nursing students’ academic failure: a longitudinal study

Dante, Angelo; Fabris, Stefano; Palese, Alvisa

doi:10.1007/s10459-013-9448-6

Cited by 19 publications

(9 citation statements)

References 32 publications

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“…A group of nursing students pursuing their bachelors level nursing degree in Italy were involved. Their demographic profile was in line with that previously documented in other studies performed in the Italian context [ 34 , 35 ], and their size was appropriate with respect to the number of items included in each instrument. The ratio of one-item/10 participants was considered congruent with the target sample size established beforehand according to the recommendations stated by Pett and colleagues [ 36 ].…”

Section: Discussionsupporting

confidence: 77%

Concurrent validity of self-rating scale of self-directed learning and self-directed learning instrument among Italian nursing students

2016

Self Cite

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BackgroundSelf-Directed Learning develops when students take the initiative for their learning, recognising needs, formulating goals, identifying resources, implementing appropriate strategies and evaluating learning outcomes. This should be seen as a collaborative process between the nurse educator and the learner. At the international level, various instruments have been used to measure Self-Directed Learning abilities (SDL), both in original and in culturally-adapted versions. However, few instruments have been subjected to full validation, and no gold standard reference has been established to date. In addition, few researchers have adopted the established tools to assess the concurrent validity of the emerging new tools. Therefore, the aim of this study was to measure the concurrent validity between the Self-Rating Scale of Self-Directed Learning (SRSSDL_Ita) – Italian version and the Self-Directed Learning Instruments (SDLI) in undergraduate nursing students.MethodsA concurrent validity study design was conducted in a Bachelor level nursing degree programme located in Italy. All nursing students attending the first, second or third year (n = 428) were the target sample. The SRSSDL_Ita, and the SDLI were used. The Pearson correlation was used to determine the concurrent validity between the instruments; the confidence of intervals (CI 95 %) bias-corrected and accelerated bootstrap (BCa), were also calculated.ResultsThe majority of participants were students attending their first year (47.9 %), and were predominately female (78.5 %). Their average age was 22.5 ± 4.1. The SDL abilities scores, as measured with the SRSSDL_Ita (min 40, max 200), were, on average, 160.79 (95 % CI 159.10–162.57; median 160); while with the SDLI (min 20, max 100), they were on average 82.57 (95 % CI 81.79–83.38; median 83). The Pearson correlation between the SRSSDL_Ita and SDLI instruments was 0.815 (CI BCa 95 % 0.774–0.848), (p = 0.000).ConclusionsThe findings confirm the concurrent validity of the SRSSDL_Ita with the SDLI. The SRSSDL_Ita instrument can be useful in the process of identifying Self-Directed Learning abilities, which are essential for students to achieve the expected learning goals and become lifelong learners.

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Section: Discussionsupporting

confidence: 77%

Concurrent validity of self-rating scale of self-directed learning and self-directed learning instrument among Italian nursing students

2016

Self Cite

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“…This project included only the experiences of full-time undergraduates, but, of course, commuting students can be full-and part-time postgraduates, too. Dante, Fabris and Palese (2013) found that living over thirty minutes from campus directly correlated with medical students' likelihood of academic failure. State University (2013), cited in Helsen (2013), suggests that commuter students felt, because of their travel commitments, that they lacked the extra time to devote to finding resources or to talk to teaching staff.…”

Section: Background Literaturementioning

confidence: 97%

The experience of BME commuting students

Smith

2018

EIPC

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The reasons for the black and minority ethnic (BME) student degree attainment gap are complex and multifactorial. However, it appears that increasing numbers of all students are commuting to campus from the parental and family home, something now disproportionately exemplified by BME students at Leeds Beckett University.This paper outlines findings from a small, qualitative project focusing on commuting BME undergraduates and explores how their issues and needs have been addressed through a range of cultural, infrastructural and curricular interventions.The main issue of concern which supports the recent report (Thomas and Jones, 2017) is that many commuting BME students will prioritise academic engagement but are unaware of the wider social and cultural capital that can be gained from participating in extra-curricular activities. It is clear that some difficulties faced by BME commuting students are identical to those faced by all commuting students: stress, impractical timetabling and assessment deadlines, ‘invisibility’. BME students (commuting and non-commuting) are already often disadvantaged by a poorer learning experience than that of their peers and consequently by lower degree attainment (Richardson, 2008a & b, Newbold et al., 2011) and reduced employability (Allen, 2016), an inequality that may be compounded in the case of those disproportionately high numbers of BME students who also commute. University action must be situated within a broader framework of inclusive academic practice, drawing on a “holistic engagement vision” (Pickford, 2016, p. 31) of infrastructural support and partnership working between students and staff.

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“…A pre-post intervention non-equivalent control group design evaluating the effects of a complex intervention composed of several components interacting with each other (Anderson, 2008) was conducted in two Bachelor of Nursing Degree admitting students with a demographic profile similar to that documented in previous Italian nursing education studies (Dante et al, 2013). The complex intervention applied to the treatment and control group was based upon the literature available and upon on the standards assured in the Bachelor's during the last three years: therefore, any change was procured by the research project, characterising this pre-post intervention study design as pragmatic in nature (Craig et al, 2012), capturing the differences in the real word.…”

Section: Participantsmentioning

confidence: 99%

Enhancing self-directed learning among Italian nursing students: A pre- and post-intervention study

Cadorin

Rei²,

Dante

et al. 2015

Nurse Education Today

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Time-to-event analysis of individual variables associated with nursing students’ academic failure: a longitudinal study

Cited by 19 publications

References 32 publications

Concurrent validity of self-rating scale of self-directed learning and self-directed learning instrument among Italian nursing students

Concurrent validity of self-rating scale of self-directed learning and self-directed learning instrument among Italian nursing students

The experience of BME commuting students

Enhancing self-directed learning among Italian nursing students: A pre- and post-intervention study

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