Nursing Students' Educational Benchmarks and Outcomes: An Examination of the Differences Based on Residence

2.50
Hdl Handle:
http://hdl.handle.net/10755/308051
Category:
Abstract
Type:
Presentation
Title:
Nursing Students' Educational Benchmarks and Outcomes: An Examination of the Differences Based on Residence
Author(s):
Vincent, Debra A.
Lead Author STTI Affiliation:
Lambda sigma
Author Details:
Debra A. Vincent, PhD, FNP-BC, Deb.Vincent@indstate.edu
Abstract:

Poster presented on: Tuesday, November 19, 2013, Monday, November 18, 2013

Coupling the aspects of a nursing shortage, high attrition rates among nursing students, and the need for increased academic support – an immediate response from higher education is warranted.  Nursing faculty desire to improve nursing students’ chances of academic success and have instilled a variety of methods in nursing education.  One innovative method is the use of living–learning communities.  The study undertaken was the first to explore the effects of residing in a multilevel living–learning community on nursing students’ academic outcomes as compared to nursing students who resided in a traditional residence hall.  The benchmarks of effective educational practices (academic challenge, active and collaborative learning, student–faculty interaction, enriching educational experiences, and supportive campus environment) were examined.  Nursing and general course outcomes were also examined for differences in grade point average and rate of passing versus failure.  Data were collected via the National Survey of Student Engagement.  The total sample size for data analysis was N = 41, or a 32% participant response rate.  A multivariate analysis of variance and chi-square were conducted to determine if there were differences by place of residence.  Although data analyses demonstrated results that were not statistically significant, it is essential to note that statistical significance should not be confused with scientific significance, and this is more true in educational research than in other disciplines.  The results of this study might indicate that the two groups of students are more homogenous than heterogeneous, with similar experiences, which makes detecting differences between the two groups a more difficult task.  Another consideration is that the effects of the living–learning community are possibly not directly measurable.  Continued examination of variables that affect students’ success is vital, and additional methods of measuring the effects of living–learning communities need to be considered.
Keywords:
nursing; living-learning communities; benchmarks
Repository Posting Date:
19-Dec-2013
Date of Publication:
19-Dec-2013
Conference Date:
2013
Conference Name:
42nd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriott
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleNursing Students' Educational Benchmarks and Outcomes: An Examination of the Differences Based on Residenceen_GB
dc.contributor.authorVincent, Debra A.en_GB
dc.contributor.departmentLambda sigmaen_GB
dc.author.detailsDebra A. Vincent, PhD, FNP-BC, Deb.Vincent@indstate.eduen_GB
dc.identifier.urihttp://hdl.handle.net/10755/308051-
dc.description.abstract<p>Poster presented on: Tuesday, November 19, 2013, Monday, November 18, 2013</p>Coupling the aspects of a nursing shortage, high attrition rates among nursing students, and the need for increased academic support – an immediate response from higher education is warranted.  Nursing faculty desire to improve nursing students’ chances of academic success and have instilled a variety of methods in nursing education.  One innovative method is the use of living–learning communities.  The study undertaken was the first to explore the effects of residing in a multilevel living–learning community on nursing students’ academic outcomes as compared to nursing students who resided in a traditional residence hall.  The benchmarks of effective educational practices (academic challenge, active and collaborative learning, student–faculty interaction, enriching educational experiences, and supportive campus environment) were examined.  Nursing and general course outcomes were also examined for differences in grade point average and rate of passing versus failure.  Data were collected via the National Survey of Student Engagement.  The total sample size for data analysis was <i>N</i> = 41, or a 32% participant response rate.  A multivariate analysis of variance and chi-square were conducted to determine if there were differences by place of residence.  Although data analyses demonstrated results that were not statistically significant, it is essential to note that statistical significance should not be confused with scientific significance, and this is more true in educational research than in other disciplines.  The results of this study might indicate that the two groups of students are more homogenous than heterogeneous, with similar experiences, which makes detecting differences between the two groups a more difficult task.  Another consideration is that the effects of the living–learning community are possibly not directly measurable.  Continued examination of variables that affect students’ success is vital, and additional methods of measuring the effects of living–learning communities need to be considered.en_GB
dc.subjectnursingen_GB
dc.subjectliving-learning communitiesen_GB
dc.subjectbenchmarksen_GB
dc.date.available2013-12-19T17:26:13Z-
dc.date.issued2013-12-19-
dc.date.accessioned2013-12-19T17:26:13Z-
dc.conference.date2013en_GB
dc.conference.name42nd Biennial Conventionen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.description42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriotten_GB
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.en_GB
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