Download or read book Does Self directed Learning Readiness Differ Between Pre licensure Nursing Students in Associate Degree Baccalaureate and Accelerated Programs written by Cynthia L. Arpin and published by . This book was released on 2021 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative nonexperimental survey design study was to determine if differences in self-directed learning readiness (SDLR) existed between three distinct cohorts of pre-licensure nursing students. A secondary purpose was to determine if specific demographics influence a student’s SDLR.

Download or read book Self directed Learning Readiness of Students and Graduates of an Associate Degree Nursing Program written by Barbara Jean Box and published by . This book was released on 1982 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book THE INFLUENCE OF A COURSE IN SELF DIRECTED LEARNING AND COGNITIVE STYLE ON SELF DIRECTED LEARNING READINESS AMONG REGISTERED NURSE STUDENTS IN A BACCALAUREATE DEGREE PROGRAM IN NURSING written by and published by . This book was released on 1987 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Correlating Self directed Learning Abilities to Lifelong Learning Orientation in Baccalaureate Nursing Students written by Michelle Nanoski Kaulback and published by . This book was released on 2018 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt: Healthcare professionals consider lifelong learning to be an element of professionalism within nursing practice and baccalaureate nursing programs have embodied lifelong learning attributes within program outcomes. The federal government has also called for higher education institutions to build more points of student assessment to evidence that program outcomes are being met throughout student learning experiences (Billings & Halstead, 2016). Careful attention to how program outcomes are measured and achieved is essential for prelicensure baccalaureate nursing programs and for their accrediting bodies. This quantitative, correlational research design examined the relationships between self-directed learning abilities and lifelong learning orientation in the prelicensure baccalaureate nursing student population. Through the use of a survey, lifelong learning orientation and self-directed learning abilities among the four domains of interpersonal communication, planning and implementing, self-monitoring, and learning motivation were examined. Results indicated strong positive correlations between self-directed learning abilities and lifelong learning orientation among prelicensure baccalaureate nursing students. Through the assessment of self-directed learning abilities of baccalaureate nursing students this research informs nurse educators regarding curricular implementation of teaching and learning strategies that may foster lifelong learning to evidence program outcomes. Recommendations for nurse educators regarding the implementation of teaching and learning strategies are provided for each domain within the curriculum to meet lifelong learning program outcomes.

Download or read book Admission Factors that Influence Program Completion and Professional Licensure written by Alda S. Preston and published by . This book was released on 2007 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Self directed Learning Readiness of Baccalaureate Nursing Students written by JoAnn Alspach and published by . This book was released on 1991 with total page 322 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Curiosity and Self directed Learning Readiness Among a Sample of Baccalaureate Nursing Students written by Karen Lynne Barnes and published by . This book was released on 1998 with total page 374 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Effects of a Self directed Learning Project and Preference for Structure on the Self directed Learning Readiness of Baccalaureate Nursing Students written by Katherine Rudolph Wiley and published by . This book was released on 1981 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Readiness for Self directed Learning of Traditional and Second degree Nursing Students in an Undergraduate Nursing Program and Faculty Perceptions written by Lori Minton and published by . This book was released on 2018 with total page 97 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Curriculum Design for Associate Degree Nursing Programs written by Georgeen H. DeChow and published by . This book was released on 1980 with total page 36 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Relationship Between Self directed Learning Readiness and Student Retention in Nursing Education written by and published by . This book was released on 2015 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt: Surveyed first-year nursing students in community colleges in Mississippi to determine if there was a correlation between students' self-directed learning readiness and their retention status.

Download or read book Criteria for the Evaluation of Educational Programs in Nursing Leading to an Associate Degree written by National League for Nursing. Department of Associate Degree Programs and published by . This book was released on 1973 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Criteria for the Evaluation of Educational Programs in Nursing Leading to an Associate Degree written by National League for Nursing. Division of Associate Degree Programs and published by . This book was released on 1982 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Identification and Comparison of Academic Self Regulatory Strategy Use of Traditional and Accelerated Baccalaureate Nursing Students written by and published by . This book was released on 2009 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: Objective: To explore and compare the use of metacognitive, cognitive, and environmental resource management self regulatory learning (SRL) strategies used by a national sample of students enrolled in traditional and accelerated baccalaureate nursing programs. Background: Learner focused reforms in nursing education require students to assume more responsibility for learning. Nursing student responsibility for learning is reflected in their use of metacognitive, cognitive, and environmental resource SRL strategies. Learning strategy use promotes the development of clinical reasoning and lifelong learning skills requisite to meet the needs of complex patients in a dynamic healthcare environment. Method: Using Bandura's social cognitive theory as a framework, the learning subscales of the Motivated Strategies for Learning Questionnaire were used to survey a national sample of 514 baccalaureate nursing students enrolled in their final semester of a traditional baccalaureate nursing program or a 12-month accelerated baccalaureate program. Delineation of student use of metacognitive, cognitive (rehearsal, organization, and elaboration), and environmental resource management (help seeking, peer learning, effort regulation, and time and study environment) SRL strategies was examined by program and in light of age, grade point average (GPA), weekly hours spent studying independently, and weekly hours spent in employment. Results: Differences in SRL strategy use were found between the program groups and between program groups divided by sample age. Older students in both the accelerated and traditional programs used more metacognition and elaboration SRL strategies than their younger traditional counterparts. Older traditional students used significantly more effort regulation SRL strategies than both groups of younger students. Both older groups of students studied significantly more, used significantly more time and study environment SRL strategies, and had significantly higher GPAs than the younger groups of students from both programs. Conclusions: This study provides a framework for learner focused nursing education by explicitly defining differences in SRL strategy use of students enrolled in traditional and accelerated baccalaureate nursing programs.

Download or read book The Future of Nursing written by Institute of Medicine and published by National Academies Press. This book was released on 2011-02-08 with total page 700 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Future of Nursing explores how nurses' roles, responsibilities, and education should change significantly to meet the increased demand for care that will be created by health care reform and to advance improvements in America's increasingly complex health system. At more than 3 million in number, nurses make up the single largest segment of the health care work force. They also spend the greatest amount of time in delivering patient care as a profession. Nurses therefore have valuable insights and unique abilities to contribute as partners with other health care professionals in improving the quality and safety of care as envisioned in the Affordable Care Act (ACA) enacted this year. Nurses should be fully engaged with other health professionals and assume leadership roles in redesigning care in the United States. To ensure its members are well-prepared, the profession should institute residency training for nurses, increase the percentage of nurses who attain a bachelor's degree to 80 percent by 2020, and double the number who pursue doctorates. Furthermore, regulatory and institutional obstacles-including limits on nurses' scope of practice-should be removed so that the health system can reap the full benefit of nurses' training, skills, and knowledge in patient care. In this book, the Institute of Medicine makes recommendations for an action-oriented blueprint for the future of nursing.

Download or read book The Intervention of Active Learning Strategies to Increase Nursing Student Self directed Learning written by Jannelle L. Patterson and published by . This book was released on 2015 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: Undergraduate nursing students at a Midwestern community college struggled to understand and retain content presented in long lecture format courses. The Population, Intervention, Comparison, and Outcomes (PICO) for the program are as follows: P—Nursing students at a Midwestern community college in terms 1, 2, 4, and 5 of the LPN and ADN program; I—Use of guided practice as an active learning teaching strategy in the lab setting to enhance nursing student self-directed learning readiness in terms 1 and 4; C— Nursing students in term 2 and term 5 at a Midwestern community college who did not have a lab course that used guided practice; O— Increased student results on a self-directed learning readiness post-test questionnaire compared to the pre-test results. The PICO question was: "In Midwestern community college nursing students enrolled in current lab courses, does using guided practice as an active learning strategy during lab, develop better self-directed learning skills?

Download or read book A Retrospective Quantitative Study Exploring the Relationship Between Academic Performance on Pre requisite Science Courses and Associate Degree Nursing Student Outcomes written by Natalia Amanda Thilges and published by . This book was released on 2019 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although multiple studies exist which evaluate the relationship between a student’s academic persistence, progression, and retention, few studies have evaluated the relationship between pre-requisite science courses and persistence in an Associate Degree Nursing program. With a national nursing shortage, greater emphasis on the retention of students who are enrolled in nursing programs must be maintained. Emphasis at both the state and national level to respond to the Institute of Medicine 2010 Report on the Future of Nursing are necessary to further bridge the gap in academia between Associate Degree Nursing programs and Bachelor of Science in nursing programs. The purpose of this retrospective secondary data analysis was to evaluate the relationship between academic performance on pre-requisite science courses and Associate Degree Nursing student outcomes. A retrospective, secondary data analysis design was used to guide data collection and analysis. Tinto’s Model of Student Retention served as the foundation of this study. The study sample population consisted of Associate Degree Nursing students enrolled in one pre-licensure nursing program in the Midwest. Demographic data included all Associate Degree Nursing students from the multi-site community college in the Midwest from the inception of the stand-alone program in the fall 2015 to present who have graduated. Program data for this participant group of Associate Degree Nursing cohorts were entered into Statistical Package for Social Sciences software and coded appropriately. All statistical tests for analysis of the secondary data were conducted using the Statistical Package for the Social Sciences. The findings from this study will inform further studies capable of examining practices associated with selecting required pre-requisite courses, as well as developing a greater understanding for the implication(s) of failed prerequisite courses and the likelihood of further unsuccessful attempts. Once the relationship is established, an intervention can be explored, and further data can be collected and analyzed.