Academic failure and its predictors in Baccalaureate nursing students: A longitudinal study

Nursing Student Success: A Concept Analysis

AIM

The aim of this concept analysis was to develop a comprehensive definition of nursing student success.

BACKGROUND

Nursing student success has traditionally been viewed as timely program completion and passing the licensure exam on the first attempt. Little consideration has been given to holistic indicators of success that are inclusive of student well-being and mastery of self-care skills.

METHOD

Nursing student success was examined using Walker and Avant's eight-step process of concept analysis.

RESULTS

This concept analysis defined nursing student success in a holistic manner characterized by the achievement of performance standards, acquisition of nursing knowledge, skills, and competencies, and attainment of educational goals while experiencing a state of personal thriving.

CONCLUSION

This concept analysis highlights the need for academic programs and accrediting bodies to embrace holistic perspectives of nursing student success that are inclusive of student well-being and mastery of self-care skills.

An evaluation of nursing students' learning self-efficacy: A multi-dimensional instrument development and structural validation

BACKGROUND

Nursing learning self-efficacy (NLSE) is essential in nursing students' learning, and since it is a task-dependent construct, accurate measurements require a multidimensional instrument.

OBJECTIVE

This research aimed to develop and validate a multidimensional NLSE instrument to measure Taiwanese nursing students' views of nursing learning self-efficacy.

DESIGN

The cross-sectional study design was used for this investigation.

PARTICIPANTS

The study included 1143 nursing students from a nursing junior college.

METHODS

To assess the validity and reliability of the instrument's factors, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were utilized. Conceptual understanding, higher-order cognitive skills, practical work, everyday application, and nursing communication were identified as five factors. A comparison of five proposed models was also conducted.

RESULTS

The study found that the correlated and one-factor second-order models were acceptable and provided a simple structure for evaluating nursing students' perceptions of NLSE. Furthermore, a specific model with two second-order scales (Cognition and Application) and one first-order scale (nursing communication) was identified, highlighting the crucial role of nursing communication in nursing students' self-efficacy.

CONCLUSIONS

Evaluating nursing students' learning self-efficacy using a valid and reliable instrument is crucial for understanding their learning confidence. The creation of such a scale constitutes the primary contribution of this study.

Perceptions of nursing staff and students regarding attrition: a qualitative study

OBJECTIVES

This research aims to explore the perceptions of nursing students and directors of bachelor of nursing degree courses regarding reasons for attrition amongst nursing students.

METHODS

A qualitative descriptive study was conducted using inductive thematic analysis. The study included a purposeful sample of 12 students and 4 directors of bachelor of nursing degree courses.

RESULTS

As reasons for attrition, the directors highlighted a lack of preparation for nursing studies and students' limited awareness of possibilities for support and learning. The students emphasized insufficient support from academic staff and poor course organization. Economic and family issues and a misunderstanding of the professional role of a nurse were cited as reasons by both directors and students.

CONCLUSIONS

The findings provide important insight into attrition in the nursing programme. Further research is warranted, particularly in other contexts. Addressing student attrition requires a comprehensive approach that includes the provision of adequate support systems, mentorship, and resources for students.

Course repetition in pre-licensure nursing students: A scoping review

SIGNIFICANCE OF PROBLEM

Nursing student attrition is a global issue affecting students, nursing programs, and the profession. One group of nursing students at risk for attrition are those that have failed and need to repeat a required nursing course. These students experience academic consequences such as delayed graduation and entry into the workforce, further contributing to the nursing shortage. Unfortunately, current literature about nursing student repeaters remains inadequate, and evidence of support measures is minimal.

PURPOSE

This scoping review aims to summarize the literature on course repetition in pre-licensure nursing students and identify gaps in the literature about this population.

METHODS

Arskey and O'Malley's (2005) five-step procedure was used as the organizing framework to explore course repetition in pre-licensure nursing students.

RESULTS

There were twenty articles relevant for this scoping review. The findings revealed nursing student repeaters are at an increased risk for subsequent failure and attrition. Students experienced shock, sadness, and uncertainty when course failure ensued. Nursing students sought additional help while repeating failed courses, but interventions solely harnessed toward student repeaters can be beneficial.

CONCLUSION

Nursing student repeaters are a unique population that requires a multifaceted approach, including academic and non-academic support structures, to ensure they meet the educational standards of the repeated course. Future studies regarding this population should include progression policies' impact on student success and strategies and interventions that create positive outcomes among student repeaters.

Stressors and learned resourcefulness in baccalaureate nursing students: a longitudinal study

OBJECTIVE

This correlational longitudinal study examined levels and relationships of Learned Resourcefulness (LR), stressors, and academic performance in baccalaureate nursing students at a North Carolina university.

METHOD

Gadzella's Student-life Stress Inventory (SSI) and Rosenbaum's Self-Control Scale (SCS) administered to 85 students in two groups upon admission and graduation.

RESULTS

LR increased, while stress decreased significantly in both groups (p < 0.05). Both groups (95.3% female, 85.8% Caucasian) reported similarly high frustration, pressure, and emotional reactions to stress. Significant relationship between taking tests and stress (p < 0.01). Stressors (p < 0.05) and age (p < 0.01) significant predictors of academic performance. Significant correlations of LR and work status (p < 0.01), and increased self-esteem (p < 0.05). No significant relationships among LR, stressors, and academic performance.

CONCLUSION

Results validate high levels of stress and suggest that higher LR enhances coping skills and decreases stress longitudinally, which can improve academic performance and retention.

IMPLICATIONS FOR INTERNATIONAL AUDIENCE

Trends and relationships in stressors and LR should be explored internationally in larger, more diverse samples of college students in nursing and other majors in relation to depression, anxiety, health-related behaviors, demographics, and academic performance. LR can be assessed, taught, learned, and enhanced. Greater numbers of qualified, competent nursing graduates with stronger clinical judgment, coping, and problem-solving skills will address the critical global nursing shortage and improve the quality, safety, and access of health care worldwide.

Self-efficacy beliefs among baccalaureate nursing students - A cross-sectional, comparative study

The aim of this study is to explore baccalaureate nursing students' self-efficacy beliefs related to theoretical coursework. Self-efficacy, i.e., the perception of one's ability to successfully complete a task, has been shown to correlate positively with academic performance and persistence. Nursing students from a large Norwegian university participated (n=132). Data were collected through a digital questionnaire and analyzed using SPSS statistics. Descriptive analysis was performed. Student groups were compared according to gender, age, and year of study using one-way analyses of variance and independent sample t-tests. The findings suggest that the students' self-efficacy beliefs related to theoretical coursework are quite high, with few significant differences between the groups. While the students have confidence in their ability to reach academic goals, self-efficacy when facing stress and distraction is lower. The findings may be of interest to educators striving to optimize learning in baccalaureate nursing programs.

Self-efficacy, burnout and academic success in nursing students: A counterfactual mediation analysis

AIM

To test the mediating role of burnout in the relationship between self-efficacy and academic success in nursing students.

DESIGN

This was a cross-sectional secondary analysis of longitudinal research aimed at exploring the academic success of nursing students.

METHODS

We enrolled a convenience sample of nursing students attending 21 Italian baccalaureate nursing degree programmes. Data were collected from 2014 to the 2018-2019 academic year. We analysed the wave of data collected during the third year of the programme. The measurements were the Academic Nurse Self-Efficacy scale (ANSEs) and the Scale of Work Burnout (SWEBO). A mediation analysis with a counterfactual approach was performed.

RESULTS

The participants (n = 556) had a median age of 20 years (IQR 19-22) and the majority was female [70.5% (392/556)]. Academic success was reached by 51.97% (289/556) of the students. The findings reveal a significant direct effect of self-efficacy on academic success and also a significant indirect effect of this relationship via burnout.

CONCLUSION

The mechanism by which self-efficacy influences academic performance in nursing students is more complex than a simple direct relationship. Universities should consider screening students for variables affecting academic success to decrease academic costs and increase ranking systems classification.

IMPACT

Nurses' professors should be engaged in strategies to promote self-efficacy. The area of intervention should be structured both during classes and internships, in tandem with the mentor and the clinical nurse.