Abstract
While many students compete aggressively to enter into nursing schools, those who succeed have no guarantee they will be successful in their nursing studies, graduating, and passing the National Council Licensing Exam for Registered Nurses (NCLEX-RN®). This study's objective was to gain a better understanding of how nursing students approach learning and to determine what characterizes the successful student. The study's design was based on the theoretical framework of the students' approach to learning, which ultimately impacts on the students' learning outcome.
This study followed a non-experimental causal-comparative study design using the Revised Approach to Studying Inventory - Short Version (RASI-SV) to measure the students' use of deep, strategic, and surface learning approaches in the classroom and a modified RASI-SV for clinical learning to assess learning in the direct patient care environment. Both learning inventories were given to Associate Degree nursing students enrolled in an adult health nursing course. The study also compared the impact of the students' learning approach on their adult health nursing course grade, nursing GPA, and clinical performance level. Further analysis included examining the influence of the students' presage characteristics - gender, student type (adult or traditional age), and prior experience in a health care setting.
Sigma Membership
Beta Sigma
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Nursing Education, Nursing Students, Student Achievements, Academic Success, Strategic Learning
Advisor
Mark Staszkiewicz
Second Advisor
Sue Rieg
Third Advisor
George Bieger
Degree
Doctoral-Other
Degree Grantor
Indiana University of Pennsylvania
Degree Year
2010
Recommended Citation
Carrick, Jo Anne, "The effect of classroom and clinical learning approaches on academic achievement in associate degree nursing students" (2022). Dissertations. 1052.
https://www.sigmarepository.org/dissertations/1052
Rights Holder
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All permission requests should be directed accordingly and not to the Sigma Repository.
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Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2022-04-27
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3403181; ProQuest document ID: 365733901. The author still retains copyright.