2.50
Hdl Handle:
http://hdl.handle.net/10755/158404
Type:
Presentation
Title:
BSN Students' Approaches to Studying
Abstract:
BSN Students' Approaches to Studying
Conference Sponsor:Midwest Nursing Research Society
Conference Year:2009
Author:Brodersen, Lisa, Ed.D
P.I. Institution Name:Allen College
Title:Nursing
Contact Address:1825 Logan Avenue, Gerard Hall Office 35, Waterloo, IA, 50703, USA
Contact Telephone:319-226-2034
Co-Authors:L.D. Brodersen, Nursing, Allen College, Waterloo, IA;
Purpose: The aim of this descriptive correlational study was to describe the study approaches used by baccalaureate nursing students. Framework: The study framework was based on Student Approaches to Learning (SAL) theory. SAL theory proposes that students take a predominantly Deep, Strategic, or Surface approach to studying, and use specific study tactics based on the demands of their learning contexts. Subjects: Participants were 174 first, second, and third year nursing students (94% female) who were taking either Anatomy and Physiology, Pathophysiology, or Nursing Care of the Adult Client. Failing students were less likely to participate (chi 2=12.933, df=1, p. <.001). Method: The Approaches to Study Skills Inventory for Students (ASSIST) was administered late in the fall semester. The ASSIST features 52 Likert-type items that quantify approaches to studying as Deep, Strategic, or Surface. Additional measures include 6 items that measure conceptions of learning, 8 items that assess preferences for learning contexts, and a single item that permits students to rate on a scale of 1-10 their overall course performance. Results: Internal consistency of the ASSIST was demonstrated by Cronbach's alpha coefficients above .80 for the Deep, Strategic, and Surface Apathetic main scales. Construct validity of the ASSIST was established through Confirmatory factor analysis using LISREL 8.54 with maximum likelihood (ML) extraction. A majority of students (55%) took a Strategic approach to studying; smaller proportions adopted Deep (26%) and Surface (19%) approaches. Deep and Strategic approach scores were positively correlated with final course grades, GPAs, study hours, and students' ratings of their course performance. Surface approach was negatively correlated with the aforementioned variables. Age was positively correlated with Deep approach, but negatively correlated with Surface approach. Strategic approach was negatively correlated with hours of paid work. Conclusions: Deep, Strategic, and Surface study approaches are significantly related to academic factors and academic achievement. Conclusions are limited by under-representation of failing students. These findings have implications for the assessment and identification of study approaches.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Midwest Nursing Research Society

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleBSN Students' Approaches to Studyingen_GB
dc.identifier.urihttp://hdl.handle.net/10755/158404-
dc.description.abstract<table><tr><td colspan="2" class="item-title">BSN Students' Approaches to Studying</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Midwest Nursing Research Society</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2009</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Brodersen, Lisa, Ed.D</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Allen College</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Nursing</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">1825 Logan Avenue, Gerard Hall Office 35, Waterloo, IA, 50703, USA</td></tr><tr class="item-phone"><td class="label">Contact Telephone:</td><td class="value">319-226-2034</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">broderld@ihs.org</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">L.D. Brodersen, Nursing, Allen College, Waterloo, IA;</td></tr><tr><td colspan="2" class="item-abstract">Purpose: The aim of this descriptive correlational study was to describe the study approaches used by baccalaureate nursing students. Framework: The study framework was based on Student Approaches to Learning (SAL) theory. SAL theory proposes that students take a predominantly Deep, Strategic, or Surface approach to studying, and use specific study tactics based on the demands of their learning contexts. Subjects: Participants were 174 first, second, and third year nursing students (94% female) who were taking either Anatomy and Physiology, Pathophysiology, or Nursing Care of the Adult Client. Failing students were less likely to participate (chi 2=12.933, df=1, p. &lt;.001). Method: The Approaches to Study Skills Inventory for Students (ASSIST) was administered late in the fall semester. The ASSIST features 52 Likert-type items that quantify approaches to studying as Deep, Strategic, or Surface. Additional measures include 6 items that measure conceptions of learning, 8 items that assess preferences for learning contexts, and a single item that permits students to rate on a scale of 1-10 their overall course performance. Results: Internal consistency of the ASSIST was demonstrated by Cronbach's alpha coefficients above .80 for the Deep, Strategic, and Surface Apathetic main scales. Construct validity of the ASSIST was established through Confirmatory factor analysis using LISREL 8.54 with maximum likelihood (ML) extraction. A majority of students (55%) took a Strategic approach to studying; smaller proportions adopted Deep (26%) and Surface (19%) approaches. Deep and Strategic approach scores were positively correlated with final course grades, GPAs, study hours, and students' ratings of their course performance. Surface approach was negatively correlated with the aforementioned variables. Age was positively correlated with Deep approach, but negatively correlated with Surface approach. Strategic approach was negatively correlated with hours of paid work. Conclusions: Deep, Strategic, and Surface study approaches are significantly related to academic factors and academic achievement. Conclusions are limited by under-representation of failing students. These findings have implications for the assessment and identification of study approaches.</td></tr></table>en_GB
dc.date.available2011-10-26T21:01:06Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T21:01:06Z-
dc.description.sponsorshipMidwest Nursing Research Societyen_GB
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