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

Perceived competence and related factors affecting the development of the clinical competence of nursing students at two university sites in Namibia: a cross-sectional study

BACKGROUND

Ensuring that nursing students graduate with the required clinical competence in nursing is a global challenge. To address this challenge, several studies have looked at various aspects of competency and competency development, however there is scanty evidence on factors affecting development of clinical competency in nursing students. Therefore the, purpose of this study was to investigate nurses' perceived competence and related factors affecting the development of clinical competence of nursing students at two university sites in Namibia.

METHODS

A cross-sectional design was utilised. Simple random sampling was applied and 272 nursing students at two university campuses in Namibia were selected. An online questionnaire was used. Data were collected between April and May, 2022, over a period of six weeks, and were analysed using Statistical Package of Social Sciences (SPSS) version 27. Chi-square and Spearman correlations were used to assess the associations and correlations, respectively, among the variables. Logistic regression was used to assess the factors associated with the development of clinical competence using a p-value < 0.05 confidence interval.

RESULTS

Forty-seven percent (47%) of the students were found to be competent while more than half (53%) were not. A Chi-square test found a statistically significant difference between students studying at different campuses and between different year levels (p =  < .05). A regression analysis showed that nursing educators' competence (β = .128; p = .36) had a positive influence on nursing students' competence levels, unlike the mode of learning (β = -.140; p = .013), which negatively predicted the development of clinical competence. No significant relationship was found between the development of clinical competence and teaching approaches, assessment, feedback, constructive alignment, theory-practice gap and reflective practice (p = ˃.05).

CONCLUSION

Educator's competence levels and the mode of learning were the two major factors that were more likely to influence the development of clinical competence among nursing students. Therefore, it is recommended that nursing training institutions prioritise the development of educators' competence and apply various modes of learning to enhance development of nursing students' competence.

The experiences and perceptions of nurse educators of culturally and linguistically diverse nursing students' competence development - Qualitative study

BACKGROUND

Many countries are becoming increasingly culturally and linguistically diverse due to globalisation and migration. The global shortage of nurses and the consequent migration of nursing professionals is leading to increasing cultural and linguistic diversity in health care and nursing education. Nurse educators play a significant role in supporting nursing students' competence and working life readiness.

RESEARCH AIM

To describe nurse educators' experiences and perceptions regarding competence and competence development of CALD nursing students.

METHODS

The study was conducted using a descriptive qualitative approach utilising individual thematic interviews for data collection. A purposive sample consisting of 20 volunteer nurse educators from five higher education institutions was used for the purpose. Data was collected in semi-structured interviews based on a literature review of previous studies. The data were analysed using inductive content analysis. The COnsolidated criteria for REporting Qualitative research (COREQ) criteria were used in the reporting of this study.

RESULTS

According to the content analysis, three main categories describing aspects related to the competence and competence development of CALD nursing students were identified: 1) educator's competence to support student's learning process and competence development, 2) development of supportive structures and safe learning environments, and 3) student-specific competence and competence development. The educators emphasised that setting clear goals, providing encouragement, having an open discussion, and student-centered approach to support their learning process and create a safe learning environment.

CONCLUSIONS

Supporting the learning process of CALD nursing students and developing safe learning environments were considered essential for the development of competence. These areas must be supported by developing educators' pedagogical and cultural competence and providing sufficient resources for both students and educators. In addition, the curriculum must be designed to support these aspects.

The role of self-efficacy and psychological resilience on the relationship between perfectionism and learning motivation among undergraduate nursing students: A cross-sectional descriptive study

BACKGROUND

People's high requirements for medical care and the difficult academic tasks associated with the nursing profession require nursing students to have stronger learning motivation.

PURPOSE

This study aimed to investigate the effect of perfectionism on the learning motivation of undergraduate nursing students and to explore the mediating factors influencing these two variables.

METHOD

A total of 1366 nursing students from four undergraduate universities in Henan Province, China, were surveyed from May to July 2022. We conducted Pearson's correlation analysis and a regression analysis using PROCESS Macro Model 6 to explore the relationships among perfectionism, efficacy, psychological resilience, and learning motivation.

RESULTS

The results indicated that perfectionism affected undergraduate nursing students' learning motivation not only directly but also indirectly through self-efficacy and psychological resilience.

CONCLUSION

The results of this study offer certain theoretical support and guidance for research and interventions pertaining to undergraduate nursing students' learning motivation.

The impact of Covid-19 on student achievement: Evidence from a recent meta-analysis

This work attempts to synthetize existing research about the impact of Covid-19 school closure on student achievement. It extends previous systematic reviews and meta-analyses by (a) using a more balanced sample in terms of country composition, (b) considering new moderators (type of data and research design), and (c) including studies on tertiary education students in addition to primary and secondary education students. Our meta-analysis findings show that the pandemic had, on average, a detrimental effect on learning. The magnitude of this learning deficit (about 0.19 standard deviations of student achievement) appears to be roughly comparable to that suffered by students who have experienced a significant disruption in their schooling due to a major natural disaster (e.g., Hurricane Katrina). Students are also found to have lost more ground in math/science than in other subjects. Additionally, one year or more after the first lockdown, students seem to have been unable to catch up on unfinished learning from the pandemic. This result suggests that more efforts should be made to ensure students recover their missed learning in order to avoid negative long-term consequences for them and society.

Homework Approach Scale for Middle School Students

Abstract. This investigation assessed the psychometric properties of the Homework Approach Scale (HAS) using 1,072 students in Grades 7 and 8. Having randomly divided the sample ( n = 1,072) into two subsamples, we conducted exploratory factor analysis (EFA) on subsample 1 and confirmatory factor analysis (CFA) on subsample 2. Factorial results indicated that the HAS contained two factors: Deep Approach and Surface Approach. Provided with sufficient measurement invariance, the factor means were tested across gender and grade levels. Males scored significantly lower in Deep Approach yet higher in the Surface Approach. There were nonsignificant differences in Deep Approach and Surface Approach across the grade level. Congruent with theoretical predictions, homework completion and mathematics achievement were related positively to Deep Approach and negatively to Surface Approach. This investigation offers robust evidence that the HAS is a valid measure for assessing students’ approaches to homework.

The Types of Learning Approaches Used by Engineering Students in Three Scenarios: An Adaptation of the R-SPQ-2F to China

Deep learning is a type of high-level learning that has received widespread attention in research on higher education; however, learning scenarios as an important variable have been ignored to some extent in past studies. This study aimed to explore the learning state of engineering students in three learning scenarios: theoretical learning, experimental learning, and engineering practice. Samples of engineering university students in China were recruited online and offline; the students filled in the engineering Education-Study Process Questionnaire, which was revised from the R-SPQ-2F. The results of clustering analysis showed four types of learning approaches in the three scenarios: typical deep learning, typical shallow learning, deep-shallow learning, and free learning. Engineering learners in different learning scenarios tended to adopt different learning approaches and showed gender differences. Due to factors such as differences in culture and choice of learning opportunities, the deep and shallow learners demonstrated excellent learning performance, which is in sharp contrast with the “learning failure” exhibited by such students abroad.

Evidence of learning on the insertion and care of peripheral venous catheters in nursing students: A mixed study

OBJECTIVES

1) To assess nursing students' evidence-based knowledge on the use of PVCs, and 2) to examine the perception of learning and teaching strategies aimed at this skill.

BACKGROUND

Insertion and care of Peripheral Venous Catheters (PVCs) are essential skills in undergraduate nursing education. Appropriate knowledge of this skill is crucial to improve clinical practice and patient safety. Therefore, training becomes an enabler for safe practice.

DESIGN

A multi-centre convergent parallel mixed-methods.

SETTING AND PARTICIPANTS

A total of 675 second-, third- and fourth-year nursing students from 3 nursing schools took part in the study.

METHODS

Quantitative data collection used a validated 15-question survey on knowledge of PVC management, and a descriptive and inferential analysis was carried out. Qualitative data were collected via a questionnaire consisting of 4 open-ended questions assessing knowledge, teaching methodologies and scenarios, and points for improvement.

RESULTS

Most participants were female (74.04%), with a mean age of 22.45 (SD = 4.65), who had no experience in the health field (61.8%). They obtained a mean knowledge score of 7.27 (SD = 2.64) out of 15. The students who obtained higher scores had a mean professional experience of 7.96, SD = 2.66 (p 0.000) and were in their final year, with a mean of 8.59, SD = 2.56, (p 0.000). On the other hand, the students assessed their knowledge as basic but improving year by year. They also identified a need to apply more active and experiential methodologies that would allow for reflection.

CONCLUSION

Level of educational level and experience is associated with increased knowledge. In order to improve knowledge, changes must be made in the training process to incorporate methodologies such as simulation and online training. There is a need to develop programmes that favour the alignment of theory with clinical practice.