Stress: Impact on Classroom Engagement and Self-Directed Learning

2.50
Hdl Handle:
http://hdl.handle.net/10755/603389
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Title:
Stress: Impact on Classroom Engagement and Self-Directed Learning
Other Titles:
Integrative Strategies to Address Junior Student Stress and Self-Directed Learning in an Active Learning Environment [Symposium]
Author(s):
Schwartz, Rose R.; Klein, G. Jean; Klein, G. Jean
Lead Author STTI Affiliation:
Eta Beta
Author Details:
Rose R. Schwartz, RN, BC-CNS, raschwartz@widener.edu; G. Jean Klein, PhD, PMHCNS, BC
Abstract:
Session presented on Sunday, November 8, 2015: The value of student engagement through active learning strategies is well known. Students who are engaged in content have better retention and improved problem solving skills.  To meet the needs of these students, learning in higher education must shift from content focused, instructor-centered to a constructivist, learner-centered approach.  Focused active learning activities promotes student engagement in their learning.  However, students often face barriers that prevent active engagement learning.  One such barrier to the student success in a nursing program is stress. Stress has the potential to effect memory, concentration, and problem solving ability that can lead to decreased student engagement and self-directed learning. . The purpose of this study was to examine the perceptions of stress, student engagement and self-directed learning in junior nursing students.  Junior students were recruited from the Medical Surgical Nursing II class in the spring and the Medical Surgical Nursing I class in the following fall. Two cohorts consisted of 166 students total (11.6% male, 88.4% female) with a mean age 21.96 (SD= 3.709; range: 18 – 40).  The students completed the Class-Level Survey of Student Engagement (CLASSE), the Perceived Stress Reactivity Scale (PSRS) and the Self Directed Learning Readiness Scale (SDLRS) in addition to a demographic questionnaire.  The mean score on the PSRS was 22.96 (SD: 6.925; range: 5-40 with a total score range 0-46), CLASSE mean 96.96 (SD: 11.354; range: 68-121 total score range 0-136) and SDLRS mean 165.92 (SD: 14.248; range: 136-198 total score range 40-200). There were no significant differences between the two cohorts’ scores on the scales or demographic data. The results demonstrate that the participants reported moderate levels of stress but were engaged in class and utilized self-directed learning strategies. This finding contradicts the literature that purports the negative impact of stress on learning. Nursing students may use the stress to motivate them to be successful in a rigorous program.
Keywords:
stress; engagement; learning
Repository Posting Date:
21-Mar-2016
Date of Publication:
21-Mar-2016
Other Identifiers:
CONV15B28
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.typePresentationen
dc.titleStress: Impact on Classroom Engagement and Self-Directed Learningen
dc.title.alternativeIntegrative Strategies to Address Junior Student Stress and Self-Directed Learning in an Active Learning Environment [Symposium]en
dc.contributor.authorSchwartz, Rose R.en
dc.contributor.authorKlein, G. Jeanen
dc.contributor.authorKlein, G. Jeanen
dc.contributor.departmentEta Betaen
dc.author.detailsRose R. Schwartz, RN, BC-CNS, raschwartz@widener.edu; G. Jean Klein, PhD, PMHCNS, BCen
dc.identifier.urihttp://hdl.handle.net/10755/603389en
dc.description.abstractSession presented on Sunday, November 8, 2015: The value of student engagement through active learning strategies is well known. Students who are engaged in content have better retention and improved problem solving skills.  To meet the needs of these students, learning in higher education must shift from content focused, instructor-centered to a constructivist, learner-centered approach.  Focused active learning activities promotes student engagement in their learning.  However, students often face barriers that prevent active engagement learning.  One such barrier to the student success in a nursing program is stress. Stress has the potential to effect memory, concentration, and problem solving ability that can lead to decreased student engagement and self-directed learning. . The purpose of this study was to examine the perceptions of stress, student engagement and self-directed learning in junior nursing students.  Junior students were recruited from the Medical Surgical Nursing II class in the spring and the Medical Surgical Nursing I class in the following fall. Two cohorts consisted of 166 students total (11.6% male, 88.4% female) with a mean age 21.96 (SD= 3.709; range: 18 – 40).  The students completed the Class-Level Survey of Student Engagement (CLASSE), the Perceived Stress Reactivity Scale (PSRS) and the Self Directed Learning Readiness Scale (SDLRS) in addition to a demographic questionnaire.  The mean score on the PSRS was 22.96 (SD: 6.925; range: 5-40 with a total score range 0-46), CLASSE mean 96.96 (SD: 11.354; range: 68-121 total score range 0-136) and SDLRS mean 165.92 (SD: 14.248; range: 136-198 total score range 40-200). There were no significant differences between the two cohorts’ scores on the scales or demographic data. The results demonstrate that the participants reported moderate levels of stress but were engaged in class and utilized self-directed learning strategies. This finding contradicts the literature that purports the negative impact of stress on learning. Nursing students may use the stress to motivate them to be successful in a rigorous program.en
dc.subjectstressen
dc.subjectengagementen
dc.subjectlearningen
dc.date.available2016-03-21T16:49:35Zen
dc.date.issued2016-03-21en
dc.date.accessioned2016-03-21T16:49:35Zen
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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