Nursing students' approaches to studying

The relationships between the types of learning approaches used by undergraduate nursing students and their academic achievement: A systematic review and meta-analysis

Identifying and promoting an appropriate learning approach among nursing students is important in nursing education. The objective of this study was to examine the relationship between undergraduate nursing students' approaches to learning and their academic achievement. A systematic review with a quantitative synthesis was conducted. Abstract searches of CINAHL, MEDLINE, PubMed, ERIC and Scopus were conducted in November 2020 to identify the relevant publications. In total, 11 studies involving 12 cohorts were identified as eligible for the meta-analysis. Based on nine studies with 10 cohorts (N = 1830), a significant positive relationship between the deep approach to learning and academic achievement was identified, with the summary effect size of r = 0.259 [95% CI: 0.184, 0.330]. In addition, based on 11 studies with 12 cohorts (N = 2138), a significant negative correlation between the surface approach to learning and academic achievement was found, with the summary effect size of r = -0.247 [95% CI: -0.318, -0.174]. Higher education institutions should encourage the use of the deep approach and discourage the surface approach to learning by utilising appropriate educational instructions and assessment methods.

The impact of active/cooperative instruction on beginning nursing student learning strategy preference

Rapid changes in the nursing field and high demand for practicing nurses put pressure on nursing faculty to educate increasing numbers of nursing students, often without corresponding increases in resources. Although the use of active and cooperative instruction methods in the classroom has been associated with improved student learning, these practices require increased effort on the part of both faculty and students. In addition, little is known about whether these methods influence student nurses' use of these more elaborative processing strategies in their independent study. The purpose of this quasi-experimental investigation was to identify the impact of incorporating active and cooperative classroom instructional activities on student preference for teaching methods and use of learning strategies in independent study. A convenience sample of beginning baccalaureate nursing students at a large Mid-Atlantic University was randomly assigned by the registrar to two class sections. Students in one section received primarily active/cooperative instruction, while the other received primarily traditional lecture-based instruction. Results indicated that student nurses exposed to active/cooperative instructional methods had an increased preference for these methods after a semester of instruction, while those exposed to traditional instruction had a higher preference for traditional methods. In addition, students participating in active class instruction reported increased preference for more elaborative independent study strategies, although overall preference for both groups indicated a reliance on surface study strategies of memorization and recall. Implications for use of instruction and student testing methodologies are presented.

The approaches to learning of support workers employed in the care home sector: an evaluation study

This study examined the approaches to learning of a cohort (n=76) of National Vocational Qualification (NVQ) Care Award candidates using the Approaches and Study Skills Inventory for Students. The NVQ candidates were support workers (SWs) (sometimes called care assistants) employed in United Kingdom (UK) care homes for older people. The aim was to identify SWs' approaches to learning and to determine whether or not a preparatory six-week College-based course had any impact on these approaches. The findings were encouraging. The course had a positive impact with a statistically significant increase in orientation towards a deep learning approach, which is associated with desirable learning outcomes as well as self-directed and lifelong learning skills. The UK government recognises that lifelong learning enables people to continually develop their talents, thereby enhancing local communities and contributing to a civilised, cohesive society. In a health care environment, adopting a deep approach is likely to be beneficial. Those who use evidence to inform practice, who are able to relate elements of what they are taught to their working experiences and who are able to adapt to meet new challenges, are more likely to enhance their practice and become more effective carers.

Changes in student nurses' approaches to studying

This research identified the approaches to studying preferred by student nurses, determined whether these changed during the Diploma of Higher Education in Nursing (DipHE Nursing), and which approaches to studying were associated with greater academic achievement. Two cohorts of student nurses were sampled. Cohort 1 (n=40) completed the 44-item Revised Approaches to Studying Inventory RASI (Tait and Entwistle, 1996) at the end of the course and was interviewed. Cohort 2 (n=76) completed the RASI twice, once at the beginning of the course and again following the first year.

In keeping with research reported elsewhere (Swannell, 1992; Richardson, 1995; Devlin, 1996; Solomonides, 1996), an association between age and preference for the deep approach to studying was observed. It was also found that student nurses changed their approaches to studying during the course to favour the deep approach. This occurred as the theory became relevant to their concepts of nursing. As those students who preferred the deep approach attained higher assessment grades than those who preferred the surface approach, the paper recommends strategies to encourage the deep approach to studying from the outset of the course.

Barriers and gateways: a study of nursing students' utilisation of learning support resources

Many first year nursing students require additional academic support from both their lecturers and learning resources. Anecdotal evidence at an Australian university suggested that 'at risk' students did not follow up lecturer referral. This study identified what learning resources were accessed and what factors influenced students' decisions to follow up or not to follow up lecturer referral. First-year nursing students (n =150) were surveyed towards the end of their second semester regarding their use of learning support services. Twelve students were randomly selected and interviewed regarding their use of learning support and their first year learning experience. Demographic data were analyzed using descriptive statistics. Qualitative data were subjected to content analysis. Results revealed learning support utilisation was related to age and publicity but unrelated to gender or culture. Older students entering through non-traditional entry modes displayed a tendency to self refer to learning support. Younger students (<25 years) often lacked effective learning strategies and were reluctant to access on-campus learning support. For all students positive on and off campus support led to positive outcomes. Faculty and learning support lecturers need to foster integration of learning support for all students and encourage peer-learning partnerships within the foundation subjects.