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首页> 外文期刊>Journal of Nursing Education and Practice >Factors affecting the academic performance of student nurses: A cross-sectional study
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Factors affecting the academic performance of student nurses: A cross-sectional study

机译：影响学生护士学业绩效的因素：横断面研究

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The academic performance of the student nurses is by the assessment of competence, defined by a student’s ability to demonstrate the performance of professional skills or behaviors. Despite its predictabilities, there is no study has been undertaken to determine the factors affecting the academic performance of student nurses in the Kingdom of Saudi Arabia. This study employed a quantitative-correlational design. There were 201 student nurses from the College of Nursing at University of Hail selected using convenience sampling. A modified survey questionnaire was utilized to gather data. The said questionnaire was subjected to pilot testing. Content validation and reliability test were conducted using a Cronbach Alpha which revealed a value of 0.940. Four types of factors such teacher-related with a mean 4.16, student-related (3.85), school-related (3.85), and home-related factors (3.54) were observed to have varying extent of effect on the academic performance of student nurses. Likewise age, gender, year level, marital status, socio-economic status and previous school attended by the student nurses showed varying extent of influence on their academic performance. A significant difference in the extent of effect gender has on the academic performance of student nurses as indicated by a t-value of 3.591 been revealed. Whereas, no significant difference was observed on the extent of effect type of school attended had on the academic performance of the student nurses as indicated by a t-value of 0.846; p-value: .398, age (t-value: 1.768; p-value: .155); year level (t-value: 0.530; p-value: .589); marital status (t-value: 1.813; p-value: .166), and socio-economic status (t-value: 0.031; p-value: .970). The identified factors significantly impact on the academic performance of student nurses. This finding is significant as it can be used by school administrators and teachers alike as basis in designing and implementing an intervention program geared towards an improved academic performance among student nurses.
机译：学生护士的学术表现是评估能力，由学生证明专业技能或行为的表现的能力。尽管其预测性，但没有采取研究以确定影响沙特阿拉伯王国学生护士学业表现的因素。本研究采用了定量相关设计。使用方便抽样选择了来自冰雹大学护理学院的201名学生护士。用于收集数据的修改调查问卷。上述调查问卷受到试验试验。使用Cronbach alpha进行内容验证和可靠性测试，该rolbach alpha显示出0.940的值。四种类型的因素与平均4.16，学生相关（3.85），学校有关（3.85）和家庭相关因素（3.54），对学生护士的学术表现产生不同的影响。同样的年龄，性别，年级，婚姻状况，学生护士参加的社会经济地位和上一所学校对其学术表现的影响不同。效果性别程度的显着差异对学生护士的学术表现，如 t -value为3.591所示。然而，在学生护士的学习类型的效果类型的程度上没有观察到任何显着差异，如0.846的 T 值; P - Value：.398，年龄（ T - 值：1.768; P -Value：.155）;年级（ T - 值：0.530; P -Value：.589）;婚姻状况（ T - 值：1.813; P - 值：.166）和社会经济地位（ T - 值：0.031; P -Value：.970）。所确定的因素显着影响学生护士的学术表现。这一发现很重要，因为学校管理者和教师可以作为设计和实施改善学生护士的学术表现的干预计划的基础。

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