Effectiveness of an Adaptive Quizzing System on Student Learning and Institutional-Wide Retention Strategy for Minority Nursing Students

2.50
Hdl Handle:
http://hdl.handle.net/10755/316853
Category:
Abstract
Type:
Presentation
Title:
Effectiveness of an Adaptive Quizzing System on Student Learning and Institutional-Wide Retention Strategy for Minority Nursing Students
Author(s):
Simon-Campbell, E'Loria; Phelan, Julia
Lead Author STTI Affiliation:
Non-member
Author Details:
E'Loria Simon-Campbell, PhD, RN, email: elsimon@pvamu.edu; Julia Phelan, PhD;
Abstract:

Poster presented on: Saturday, April 5, 2014, Friday, April 4, 2014

Nursing school is challenging for students, especially minority populations; for example BSN programs experienced a decline in African American student enrollment down to 12% by 2011 (NLN, 2012). Although this number has increased there remain obstacles for minorities pursuing baccalaureate degrees in nursing.

Policies at the study school require a HESI Exit exam score of 900 (in semester V) to graduate; multiple failures and repetitions can lead to low morale, frustration and drop out. Determining ways to predict and help students achieve success on both graduation requirements and NCLEX are crucial when hoping to increase the number of minority nurse graduates.

The current study explored usage and efficacy of an online adaptive quizzing system (AQS) designed to provide students a forum in which to practice and master course content. The study provided students and instructors access to the AQS and monitored usage, implementation and subsequent performance.

Participants were undergraduate nursing students (N = 48). Data was collected from Semester II (Fall 2011) through Semester V (Spring 2013). Students were divided into groups: 1 - Passed HESI 1st time (N = 26); 2 – Passed HESI on 2nd attempt (N = 16); 3 - greater than two HESI attempts (N = 6). Data collected included grades, exam performance, HESI and ATI scores, AQS usage and NCLEX pass rates along with demographic information. We will analyze data and compare groups to identify potential risk-factors and/or correlates of poor outcomes during Semester V and explore relationships between AQS usage and student outcomes.

Data is still being collected and analyzed for the study group (Spring 2013 graduates); to date not all students have taken the NCLEX. We hope the results will add to the knowledge base on the implementation of online adaptive study tools to help support teaching and learning and improve student retention.

Keywords:
improve retention; adaptive learning; efficacy
Repository Posting Date:
13-May-2014
Date of Publication:
13-May-2014
Conference Date:
2014
Conference Name:
Nursing Education Research Conference 2014
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing; National League of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
Nursing Education Research Conference 2014 Theme: Nursing Education Research, held in Hyatt Regency Indianapolis
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. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription.  Contact your library for assistance in obtaining the as-published article

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleEffectiveness of an Adaptive Quizzing System on Student Learning and Institutional-Wide Retention Strategy for Minority Nursing Studentsen_GB
dc.contributor.authorSimon-Campbell, E'Loriaen_GB
dc.contributor.authorPhelan, Juliaen_GB
dc.contributor.departmentNon-memberen_GB
dc.author.detailsE'Loria Simon-Campbell, PhD, RN, email: elsimon@pvamu.edu; Julia Phelan, PhD;en_GB
dc.identifier.urihttp://hdl.handle.net/10755/316853-
dc.description.abstract<p>Poster presented on: Saturday, April 5, 2014, Friday, April 4, 2014</p>Nursing school is challenging for students, especially minority populations; for example BSN programs experienced a decline in African American student enrollment down to 12% by 2011 (NLN, 2012). Although this number has increased there remain obstacles for minorities pursuing baccalaureate degrees in nursing. <p>Policies at the study school require a HESI Exit exam score of 900 (in semester V) to graduate; multiple failures and repetitions can lead to low morale, frustration and drop out. Determining ways to predict and help students achieve success on both graduation requirements and NCLEX are crucial when hoping to increase the number of minority nurse graduates. <p>The current study explored usage and efficacy of an online adaptive quizzing system (AQS) designed to provide students a forum in which to practice and master course content. The study provided students and instructors access to the AQS and monitored usage, implementation and subsequent performance. <p>Participants were undergraduate nursing students (<i>N</i> = 48). Data was collected from Semester II (Fall 2011) through Semester V (Spring 2013). Students were divided into groups: 1 - Passed HESI 1st time (N = 26); 2 – Passed HESI on 2nd attempt (N = 16); 3 - greater than two HESI attempts (N = 6). Data collected included grades, exam performance, HESI and ATI scores, AQS usage and NCLEX pass rates along with demographic information. We will analyze data and compare groups to identify potential risk-factors and/or correlates of poor outcomes during Semester V and explore relationships between AQS usage and student outcomes. <p>Data is still being collected and analyzed for the study group (Spring 2013 graduates); to date not all students have taken the NCLEX. We hope the results will add to the knowledge base on the implementation of online adaptive study tools to help support teaching and learning and improve student retention.en_GB
dc.subjectimprove retentionen_GB
dc.subjectadaptive learningen_GB
dc.subjectefficacyen_GB
dc.date.available2014-05-13T16:44:00Z-
dc.date.issued2014-05-13-
dc.date.accessioned2014-05-13T16:44:00Z-
dc.conference.date2014en_GB
dc.conference.nameNursing Education Research Conference 2014en_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.hostNational League of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.descriptionNursing Education Research Conference 2014 Theme: Nursing Education Research, held in Hyatt Regency Indianapolisen_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. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription.  Contact your library for assistance in obtaining the as-published articleen_GB
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