Abstract:
BACKGROUND:The increased use of blended learning approaches in undergraduate nursing programs has resulted in reduced on-campus contact with academic staff and other students. OBJECTIVES:To explore student's experiences of a Drop-In-Support-Centre and assess the impact of attendance on academic performance. DESIGN:Concurrent mixed-methods. SETTING:A large metropolitan, multi-campus university in Sydney, Australia. PARTICIPANTS:Undergraduate nursing students enrolled in a 3-year Bachelor of Nursing program. METHODS:In March 2016, to support students' learning, a weekly Drop-In-Support-Centre (DISC) initiative was piloted. The DISC provided an informal, learning space one day a week for students to access academic support. Baseline quantitative data was extracted from the University administrative dataset with a 12-month follow-up Grade Point Average (GPA) in January 2017. Attendance at the DISC was collected progressively throughout 2016. Qualitative data were collected using semi-structured interviews. RESULTS:Of 1016 undergraduate nursing students enrolled on the campus, 163 (16%) attended DISC at least once. Attendees were older, more likely to be Overseas-born (74% versus 45% native-born, p < 0.001). Sub-group analysis of first year students revealed attendees had a higher grade point average than non-attendees (4.20 versus 3.85, p = 0.005). Controlling for demographic factors, they were over three times more likely (Adjusted Odds Ratio: 3.75, 95% CI: 1.44-9.78) to achieve a higher GPA (>4.0) compared to non-attendees. Thirteen students were interviewed. Two main themes emerged; 1) 'Home away from home' and 2) 'A sense of community: Everyone supports each other' with three accompanying sub-themes. CONCLUSIONS:This study supports the usefulness of a Drop-In-Support-Centre in enhancing students' learning experiences and outcomes. The success of the program is highlighted by an improvement in academic performance of students who attended the DISC.
journal_name
Nurse Educ Todayjournal_title
Nurse education todayauthors
Martin M,Ramjan LM,Everett B,Glew P,Lynch J,Salamonson Ydoi
10.1016/j.nedt.2018.06.026subject
Has Abstractpub_date
2018-10-01 00:00:00pages
1-7eissn
0260-6917issn
1532-2793pii
S0260-6917(18)30280-6journal_volume
69pub_type
杂志文章abstract:BACKGROUND:In accordance with Knowles's theory, self-directed learning (SDL) may be improved with tutorial strategies focused on guided reflection and critical analysis of the learning process. No evidence on effects on SDL abilities of different tutorial strategies offered to nursing students during the 1st clinical e...
journal_title:Nurse education today
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journal_title:Nurse education today
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journal_title:Nurse education today
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journal_title:Nurse education today
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journal_title:Nurse education today
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abstract::The purpose of this study is to explore feminist pedagogy integrated with facilitation skills. A pedagogy project was undertaken with students participating in the BSc (Hons) Nursing programme, whereby a module, "Interpersonal Skills for Nurses" was developed for 72 year 1 students. A feminist pedagogy involves employ...
journal_title:Nurse education today
pub_type: 杂志文章
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journal_title:Nurse education today
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journal_title:Nurse education today
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journal_title:Nurse education today
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journal_title:Nurse education today
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journal_title:Nurse education today
pub_type: 杂志文章
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journal_title:Nurse education today
pub_type: 杂志文章
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journal_title:Nurse education today
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doi:10.1016/j.nedt.2012.10.018
更新日期:2013-04-01 00:00:00
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journal_title:Nurse education today
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journal_title:Nurse education today
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更新日期:2013-08-01 00:00:00
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journal_title:Nurse education today
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journal_title:Nurse education today
pub_type: 杂志文章
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journal_title:Nurse education today
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journal_title:Nurse education today
pub_type: 杂志文章
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journal_title:Nurse education today
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journal_title:Nurse education today
pub_type: 杂志文章,评审
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更新日期:2016-05-01 00:00:00
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journal_title:Nurse education today
pub_type: 杂志文章
doi:10.1016/j.nedt.2011.03.007
更新日期:2012-04-01 00:00:00
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journal_title:Nurse education today
pub_type: 杂志文章
doi:10.1016/j.nedt.2018.02.021
更新日期:2018-05-01 00:00:00
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journal_title:Nurse education today
pub_type: 杂志文章,评审
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更新日期:2016-01-01 00:00:00
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journal_title:Nurse education today
pub_type: 杂志文章
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journal_title:Nurse education today
pub_type: 杂志文章,评审
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更新日期:2010-11-01 00:00:00