Results from a Longitudinal Nursing Specific Undergraduate Student Satisfaction Survey across a Canadian Collaborative Nursing Program

2.50
Hdl Handle:
http://hdl.handle.net/10755/603060
Category:
Full-text
Format:
Text-based Document
Type:
Poster
Title:
Results from a Longitudinal Nursing Specific Undergraduate Student Satisfaction Survey across a Canadian Collaborative Nursing Program
Author(s):
Freeman-Gibb, Laurie; Jones, Beverley L.; Raiger, Janet E.; Rehman, Selina; Jones, Beverley L.; Raiger, Janet E.; Rehman, Selina
Lead Author STTI Affiliation:
Tau Upsilon
Author Details:
Laurie Freeman-Gibb, PhD, ANP-BC, RN, lgibb@uwindsor.ca; Beverley L. Jones, MScN, MPA (Health Policy), BScN, BA (Life Sciences), RN; Janet E. Raiger, RN; Selina Rehman, RN
Abstract:
Session presented on Monday, November 9, 2015 and Tuesday, November 10, 2015: Results from a Longitudinal Nursing Specific Undergraduate Student Satisfaction Survey across a Canadian Collaborative Nursing Program Student satisfaction has been associated with later professional attitudes, career commitment, retention in the field of nursing, and more engagement as alumni of our institutions 1-4.   Assessment of student satisfaction in nursing is complex in that we must assess in-class theory courses, clinical practice, and services provided by the faculty as a whole 2.  Evaluation of all aspects of nursing education is challenging, as most university and college based programs standardized evaluations do not fit well with the multiple domains within the nursing curriculum. This issue has been further compounded in Ontario Canada by the fact that many university and College nursing programs have engaged in collaborative partnerships, in which the curriculum may be delivered by both college and university faculty and at different sites throughout the program as educational partners. Currently, all of these collaborative sites use institution-specific, system-wide student assessment tools. These independent instruments vary widely and are not specific to nursing.  Hence they do not adequately address the unique characteristics of nursing education. Our research used the comprehensive Undergraduate Nursing Students’ Academic Satisfaction Scale (UNSASS) 2, and the Undergraduate Nursing Students’ Academic Satisfaction Scale–Short Form (UNSASS-SF). We have assessed our cohort of students for two years using an electronic evaluation process and have conducted comparative analyses of satisfaction over time. Initial results from this ongoing study suggest that nursing satisfaction may be multidimensional and site specific. Overall satisfaction with our program ranged from “satisfied” to “very satisfied” across all sites. The majority of our nursing students were Caucasian, without children, and most were working at least part time. Conflict, on many fronts, emerged as a singular issue that decreased satisfaction throughout all aspects of the program.  This presentation will discuss a) the results found using the UNSASS across multiple sites; b) the use of the UNSASS-SF; c) found major contributors of satisfaction amongst our students and d) concerning trends that are impacting on satisfaction across all sites. 1 Butterfield, W., Deusinger, S., Gillespie, D., Smithe, J.,  & Strube, M. (1998). Personal, interpersonal, and organizational influences on student satisfaction with clinical education. Physical Therapy , 78(6), 635-654. 2 Gruber, T., Reppel, A., & Voss, R. (2010). Understanding the characteristics of effective professors: the student’s perspective. Journal of Marketing for Higher Education, 20(2), 175-190. doi:10.1080/08841241.2010.526356 3Alves, H., & Raposo, M. (2007). Conceptual model of student satisfaction in higher education. Total Quality Management, 18(5), 571-588. doi: 10.1080/14783360601074315 4 Löfmark, A., Thorkildsen, K., Råholm, M., & Natvig, G., K. (2012). Nursing students’ satisfaction with supervision from preceptors and teachers during clinical practice. Nurse Education in Practice , 12, 164-169. doi: 10.1016/j.nepr.2011.12.005 5Dennison, S & El-Masri, M.,M. (2012). Development and psychometric assessment of the undergraduate nursing students’ academic satisfaction scale (UNSASS). The Journal of Nursing Measurement , 20(2), 75-89.
Keywords:
Students; Eduction; Satisfaction
Repository Posting Date:
21-Mar-2016
Date of Publication:
21-Mar-2016
Other Identifiers:
CONV15SC2.31
Conference Date:
2015
Conference Name:
43rd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Las Vegas, Nevada, USA
Description:
43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePosteren
dc.titleResults from a Longitudinal Nursing Specific Undergraduate Student Satisfaction Survey across a Canadian Collaborative Nursing Programen
dc.contributor.authorFreeman-Gibb, Laurieen
dc.contributor.authorJones, Beverley L.en
dc.contributor.authorRaiger, Janet E.en
dc.contributor.authorRehman, Selinaen
dc.contributor.authorJones, Beverley L.en
dc.contributor.authorRaiger, Janet E.en
dc.contributor.authorRehman, Selinaen
dc.contributor.departmentTau Upsilonen
dc.author.detailsLaurie Freeman-Gibb, PhD, ANP-BC, RN, lgibb@uwindsor.ca; Beverley L. Jones, MScN, MPA (Health Policy), BScN, BA (Life Sciences), RN; Janet E. Raiger, RN; Selina Rehman, RNen
dc.identifier.urihttp://hdl.handle.net/10755/603060en
dc.description.abstractSession presented on Monday, November 9, 2015 and Tuesday, November 10, 2015: Results from a Longitudinal Nursing Specific Undergraduate Student Satisfaction Survey across a Canadian Collaborative Nursing Program Student satisfaction has been associated with later professional attitudes, career commitment, retention in the field of nursing, and more engagement as alumni of our institutions 1-4.   Assessment of student satisfaction in nursing is complex in that we must assess in-class theory courses, clinical practice, and services provided by the faculty as a whole 2.  Evaluation of all aspects of nursing education is challenging, as most university and college based programs standardized evaluations do not fit well with the multiple domains within the nursing curriculum. This issue has been further compounded in Ontario Canada by the fact that many university and College nursing programs have engaged in collaborative partnerships, in which the curriculum may be delivered by both college and university faculty and at different sites throughout the program as educational partners. Currently, all of these collaborative sites use institution-specific, system-wide student assessment tools. These independent instruments vary widely and are not specific to nursing.  Hence they do not adequately address the unique characteristics of nursing education. Our research used the comprehensive Undergraduate Nursing Students’ Academic Satisfaction Scale (UNSASS) 2, and the Undergraduate Nursing Students’ Academic Satisfaction Scale–Short Form (UNSASS-SF). We have assessed our cohort of students for two years using an electronic evaluation process and have conducted comparative analyses of satisfaction over time. Initial results from this ongoing study suggest that nursing satisfaction may be multidimensional and site specific. Overall satisfaction with our program ranged from “satisfied” to “very satisfied” across all sites. The majority of our nursing students were Caucasian, without children, and most were working at least part time. Conflict, on many fronts, emerged as a singular issue that decreased satisfaction throughout all aspects of the program.  This presentation will discuss a) the results found using the UNSASS across multiple sites; b) the use of the UNSASS-SF; c) found major contributors of satisfaction amongst our students and d) concerning trends that are impacting on satisfaction across all sites. 1 Butterfield, W., Deusinger, S., Gillespie, D., Smithe, J.,  & Strube, M. (1998). Personal, interpersonal, and organizational influences on student satisfaction with clinical education. Physical Therapy , 78(6), 635-654. 2 Gruber, T., Reppel, A., & Voss, R. (2010). Understanding the characteristics of effective professors: the student’s perspective. Journal of Marketing for Higher Education, 20(2), 175-190. doi:10.1080/08841241.2010.526356 3Alves, H., & Raposo, M. (2007). Conceptual model of student satisfaction in higher education. Total Quality Management, 18(5), 571-588. doi: 10.1080/14783360601074315 4 Löfmark, A., Thorkildsen, K., Råholm, M., & Natvig, G., K. (2012). Nursing students’ satisfaction with supervision from preceptors and teachers during clinical practice. Nurse Education in Practice , 12, 164-169. doi: 10.1016/j.nepr.2011.12.005 5Dennison, S & El-Masri, M.,M. (2012). Development and psychometric assessment of the undergraduate nursing students’ academic satisfaction scale (UNSASS). The Journal of Nursing Measurement , 20(2), 75-89.en
dc.subjectStudentsen
dc.subjectEductionen
dc.subjectSatisfactionen
dc.date.available2016-03-21T16:42:28Zen
dc.date.issued2016-03-21en
dc.date.accessioned2016-03-21T16:42:28Zen
dc.conference.date2015en
dc.conference.name43rd Biennial Conventionen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationLas Vegas, Nevada, USAen
dc.description43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`en
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