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Factors that influence cognitive engagement and academic success of pre-licensure baccalaureate millennial nursing students.

机译：影响许可前学士学位的千禧年护理学生的认知参与和学业成就的因素。

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摘要

Pre-licensure baccalaureate nursing programs are facing the demand to retain and graduate students with the skills needed for the complex health care environment. Nursing faculty are challenged to identify the most appropriate student-centered strategies for promoting cognitive engagement in learning and academic success of the current generation of nursing students. To know how to adequately equip pre-licensure baccalaureate millennial nursing students with life-long learning skills, nursing faculty should have an understanding of the interrelationship between self-regulated approaches to learning, cognitive engagement, and successful academic outcomes. This study examined factors that influence cognitive engagement in learning and academic success of senior-level pre-licensure baccalaureate millennial nursing students. This study utilized a quantitative descriptive correlational design. A convenience sample of 65 pre-licensure baccalaureate millennial nursing students enrolled in a specific nursing theory course at a large state university in western Pennsylvania was used. The Motivated Strategies for Learning Questionnaire (MSLQ) was used to assess the motivational construct of self-efficacy and the use of cognitive self-regulated learning strategies amongst this cohort of learners. This study revealed senior-level pre-licensure baccalaureate millennial nursing students use all three cognitive self-regulated learning strategies (e.g., rehearsal, elaboration, organization) to understand content in a nursing theory course. Further statistical analysis indicated an increase in study time was associated with the use of both basic (e.g., rehearsal) and complex (e.g., elaboration and organization) cognitive self-regulated approaches to learning. Whereas increased self-efficacy beliefs and high grade point averages were associated with the use of select complex cognitive self-regulated learning strategies. The results of this study offer nurse educators insight into the way senior-level pre-licensure baccalaureate millennial nursing students perceive, interact, and respond to the environment in which their learning occurs. The implications of this study may be used by nurse educators to aid in the planning and implementation of curriculum and instructional methods that encourage the development of higher-level competency based decision making skills. The results of this study also support the need for future research in this area.
机译：执照颁发前的学士学位护理计划正面临着留住和培养具有复杂卫生保健环境所需技能的研究生的需求。护理学院面临的挑战是确定最合适的以学生为中心的策略，以促进当代护理学生的认知参与学习和学业成功。要想知道如何为持牌预科文凭的千禧年护理学生充分配备终身学习技能，护理人员应该了解自我调节的学习方法，认知参与和成功的学习成果之间的相互关系。这项研究探讨了影响认知参与程度的高级许可预科文凭高年级护理学生的学习和学业成就的因素。这项研究利用了定量描述性相关设计。使用了便利样本，其中有65名在宾夕法尼亚州西部的大型州立大学就读了特定护理理论课程的预科预科文凭的千禧年护理学生。学习问卷的动机策略（MSLQ）用于评估这一群体学习者的自我效能的动机结构以及认知自我调节学习策略的使用。这项研究表明，高级许可前学士学位的千禧年护理专业学生会使用所有三种认知自我调节的学习策略（例如排练，精心设计，组织）来理解护理理论课程的内容。进一步的统计分析表明，学习时间的增加与使用基本的（例如，排练）和复杂的（例如，精化和组织）认知自我调节的学习方法有关。自我效能感的提高和平均成绩的提高与选择复杂的认知自我调节学习策略的使用有关。这项研究的结果为护士教育者们提供了深入的认识，使他们可以了解高级许可预科文凭的千禧一代护理学生如何感知，互动和响应其学习环境。护士教育工作者可以利用本研究的意义来协助课程和教学方法的规划和实施，以鼓励发展基于高级能力的决策技能。这项研究的结果也支持对该领域未来研究的需求。

著录项

  • 作者

    Robb, Meigan K.;

  • 作者单位

    Indiana University of Pennsylvania.;

  • 授予单位 Indiana University of Pennsylvania.;
  • 学科 Nursing.
  • 学位 Ph.D.
  • 年度 2014
  • 页码 100 p.
  • 总页数 100
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 宗教;
  • 关键词

  • 入库时间 2022-08-17 11:54:09

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