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Background. This article discusses problems associated with incivility in nursing education and a proposed implementation strategy designed to decrease uncivil acts of student behavior. Problem description. Like most colleges across the nation, this nursing program was experiencing an increase in acts of student incivility . Operational definitions. Incivility, also called bullying, may include behaviors such as name calling, side conversations, and condescending language. Method. The sample consisted of 94 third-semester nursing students and 6 faculty members. The Incivility in Nursing Education survey was used as a tool to measure student and faculty perceptions. Data analysis. Data from pre- and postimplementation surveys demonstrated scientific evidence of both faculty and student perception and a significant decrease in acts of uncivil behavior in the nursing program. Limitations. Because the study was limited to one nursing program and included only third-semester nursing students, the results of the study may not be transferable to all nursing programs. Conclusions. The study revealed a reduction in perceived uncivil acts of behavior in the nursing program by faculty and students. [ABSTRACT FROM AUTHOR]

Background: Little evidence shows the use of decisiontree algorithms in identifying predictors and analyzing their associations with pass rates for the NCLEX-RN® in associate degree nursing students. This longitudinal and retrospective cohort study investigated whether a decision-tree algorithm could be used to develop an accurate prediction model for the students' passing or failing the NCLEX-RN. Method: This study used archived data from 453 associate degree nursing students in a selected program. The chi-squared automatic interaction detection analysis of the decision trees module was used to examine the effect of the collected predictors on passing/failing the NCLEX-RN. Results: The actual percentage scores of Assessment Technologies Institute *∧ RN Comprehensive Predictor® accurately identified students at risk of failing. The classification model correctly classified 92.7% of the students for passing. Conclusion: This study applied the decision-tree model to analyze a sequence database for developing a prediction model for early remediation in preparation for the NCLEXRN. [ABSTRACT FROM AUTHOR]

Problem: As a member of the Silent Generation, the author, through her lived experiences, reflects upon the successes and challenges facing nursing education in the mid‐20th to 21st centuries. Method: The author looks “back to the future” and reviews current issues that surround four key nursing education milestones. Findings: From the early entry‐level baccalaureate programs in the 1950s to the current growth of the Doctor of Nursing Practice as entry into advanced practice, milestones in nursing education are linked to the cultural changes and healthcare system demands that took place at the time and their influence on nursing education and the profession. Conclusion: Looking to the future, the author speaks of the implications from the forecasted changes in the healthcare system that will demand interdisciplinary education and practice and the continued need for nursing research to increase the body of scientific knowledge in practice, education, and technology. Keating [ABSTRACT FROM AUTHOR]

A deliberate emphasis on breakthrough thinking led to a radically new, evidence-based model for baccalaureate generalist nursing education known as the Baccalaureate Big 5. This semistructured brainstorming process then led to wider application in other settings, creating new nursing education and practice opportunities state wide and nationally. How this was accomplished and how it can be duplicated by others is the intent of this publication. [ABSTRACT FROM AUTHOR]

Background: Success of minority students in higher education is an issue of great relevance today, as the changing United States demographic necessitates that programs in higher education afford success across cultural groups. Purpose: The purpose of this study was to examine thematic concepts of academic success as perceived by current nursing students in 2 entry-level nursing programs, and to propose a theoretical model to maximize the success of minority students. Method: Data were collected from 31 students enrolled in two registered nursing (RN) programs (baccalaureate and associate) at separate urban academic institutions in the Midwestern region of the United States. Two opened-ended questions were asked from the students. Question 1 asked, "What has helped you be most successful in pursuing your nursing degree at your school?" Question 2 asked, "What could be done to help make your college education more meaningful and/or less stressful?" Results: Key factors of institutional commitment, communication of expectations, academic, social and financial support, feedback and involvement were identified as factors to students' optimal success. Conclusion: This data resulted in development of a theoretical model that can serve a framework for the success of minority nursing students. [ABSTRACT FROM AUTHOR]

Background: Mentoring has been identified as a key education program support structure to facilitate student success. Method: A cross-sectional study was conducted to investigate how associate degree nursing program students experience mentoring and persistence. Mentoring perceptions were evaluated using the College Student Mentoring Scale. Associate degree nursing students throughout the state of Michigan were recruited for an online survey. Results: Sample characteristics (N = 283) resembled those compiled by the National League for Nursing. The study found that men met with a mentor more frequently and perceived greater psychological, emotional, and academic support than women. Part-time students and students who had never failed a nursing course also reported they met more frequently with a mentor than fulltime students and those who had failed a nursing course. Conclusion: The findings contribute to an evidence base to support the further development and evaluation of mentoring programs for nursing students. [ABSTRACT FROM AUTHOR]

Background: Minority providers are more likely to practice in underserved areas with minority populations. Currently the representation of minorities in healthcare professions is less than that of the United States population. More research is needed to examine specific variables associated with educational success of minority students. Purpose: The purpose of this study is to examine, and increase the understanding of, current factors that influence success among ethnic and minority nursing students. Methods: The revised Minority Student Nurse Questionnaire (MSNQ) was utilized for this study with a sample of 31 students from 2 entry-level nursing programs in the Midwest. Results: Minority students were slightly older than traditional college students and consisted of African-American/Black, Native (American) Indian, Asian, Hispanic/Latino, and Hawaiian. Students reported multiple factors that influenced their higher education experience. Academic services and cultural organizations were available, free, but were used by less than half of the students. Several sources of financial assistance are important, including scholarships, federal subsidized and unsubsidized loans, and grants. Students most strongly disagreed with the statement that 'the number of minorities in this program is representative of the number of minorities overall.' Students felt that several services were supportive and helpful strategies for success. Conclusion: Although progress has been made to improve success of minority students, numbers continue to lag between demographic population overall. [ABSTRACT FROM AUTHOR]

This article explores associate degree nursing students’ experiences with lateral violence and its impact on career choice satisfaction. Lateral violence has been linked to decreased professional identity, increased errors, and poor self-esteem, leading to a negative culture and attrition. A nonexperimental, quantitative, cross-sectional, correlational design was used; 13.4 percent of respondents (n = 32) met the criteria for intermittent bullying. Analysis confirmed a significant negative correlation between experiences of lateral/vertical violence and career choice satisfaction (r = − .140, p < .05) even after controlling for affect and support. Improved efforts are needed to prevent lateral violence. [ABSTRACT FROM AUTHOR]

The use of electronic data management systems is rapidly expanding. Nurses need to be competent in the use of electronic health records (EHRs) and understand their contribution to safe, effective, high quality patient care. Faculty must incorporate learning experiences in the application of EHRs into undergraduate nursing programs in order to adequately prepare students for employment. This article reports the challenges involved in the successful addition of an academic EHR into an existing curriculum. [ABSTRACT FROM AUTHOR]

The purpose of this study was to promote students' clinical reasoning (CR) and self-directed learning (SDL). The specific aims were: (1) to examine effectiveness of the e -STORY App in promoting nursing students' CR and SDL; and (2) to explore the relationships between levels of learning motivation and suitability of the e -STORY App. CR and SDL are core competencies for nursing students. However, new graduates tend to be in adequately prepared in these competencies. Humanoid diagram uses diagrams to guide students in gaining a comprehensive view of the patient issues, which may promote attainment of these competencies. The Z generation students favor learning through smart devices for the feature of no time and spatial limitations. The e -STORY App was developed to overcome the setbacks of creating hard-copy drawings to promote learning effectiveness. This quasi-experimental study used two-group repeated measure design with a convenience sample. A total of 77 students from two sections of the "Seminar for Clinical Case Studies" course participated in the study (experimental group: 39 students; control group: 38 students). Data were collected before, one week after and four weeks after the teaching intervention. The instruments used were demographic information sheet, Huang et al.'s (in press) Clinical reasoning scale and Cheng et al. (2010) Self-directed learning instrument. There were no significant differences in the CR and SDL scores between the experimental and control groups one week after the intervention (p＞.05). Analyses of the delay effects four weeks after the intervention found significantly higher CR scores in the experimental group than the control group (p <.05). However, there were no significant differences in the SDL scores between groups (p＞.05). Analysis of the findings from the experimental group found that students with moderate and low learning motivation showed significantly higher CR scores on the posttest and follow-up test (p <.05). Application of the e -STORY App as a supplementary teaching strategy promoted nursing students' CR ability, especially in students with moderate or low learning motivation. It is recommended to use the App in students with moderate or low learning motivation to promote learning effectiveness. [ABSTRACT FROM AUTHOR]

Background: The aim of this review is to identify factors that impact the academic success of African American nursing students in prelicensure nursing education programs, given the need for RN health care workers to be more reflective of the general U.S. population. Method: A literature review was conducted to integrate the findings of the research related to African American nursing students in entry-level nursing programs to identify perceived barriers and supports to their retention and graduation. Results: The review revealed alienation, isolation, and being different as barriers to success. Academic support, mentoring, and integration and inclusivity were factors that helped promote success. Conclusion: Recommendations for the establishment of diversity and inclusivity plans, structured enrichment and academic support services, mentorship, and activities that fostered student engagement and integration were actions that could contribute to the academic success of African American nursing students. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to examine the current job market for students in an office administration two year degree program (OA), discuss student outcomes of a career exploration project and internship, and evaluate the redesign of a program to perpetuate the much needed yet generalist skill sets linked to employability. Student success in internships, student criteria for job selection, and a new curriculum that matched the job market's current job descriptions are under investigation. The skills students put to the test in a program capstone course and internships transpire into resume strong points that match current job descriptions. The student's general education courses and major program of study are found to be in line with job market predictions, but most importantly, the variety of skill sets from that program continue to stand the test of time and do not appear to saturate the job market in specific areas. [ABSTRACT FROM AUTHOR]

Background Departmental induction for junior doctors is a very important part of the process of handover, so as to facilitate continuity of care and patient safety. Historically this is led by senior doctors within the department, and may not cover the topics that are most needed. Context An audit of induction of our junior doctors highlighted concerns, including inadequate training on surgical ward rounds and preparedness for their role. Consultant feedback suggested ward rounds were often of poor quality, causing delays, potentially affecting patient care and limiting the time for teaching. Innovation A new near-peer induction including simulated ward rounds was introduced. An updated written survival guide was also developed. The induction included a presentation of common cases. The simulated ward round included the use of a high-fidelity simulation suite to allow realistic scenarios. Results demonstrated an improvement in the perceived preparedness of junior doctors for their role within the department. Overall preparedness improved from 5.80/10 to 8.75/10 (0, not prepared at all; 10, fully prepared for all day-to-day tasks). Overall satisfaction at the end of the placement was high, with all juniors recommending the placement. Consultant feedback demonstrated an 83 per cent improvement in their ward rounds. Implications A near-peer departmental induction using simulated ward rounds may improve the preparedness of junior doctors for their role within a new department, potentially improving patient care and the junior doctors' learning experiences. [ABSTRACT FROM AUTHOR]

The article presents a study that examined the perceptions of associate degree nursing graduates in New York about their educational experiences and how these experiences prepared them for leadership and management roles. The study identified the lack of professional identity and the lack of leadership preparation as areas of concern for new nursing graduates. The methodology and limitations of the study are also discussed.

purpose The purpose of this study was to conduct a nationwide survey to understand the satisfaction of associate of science in nursing (ASN) students with a nursing program as a whole. background Student satisfaction is viewed as an indicator of program success. Yet, nursing student satisfaction has not been sufficiently studied in the United States. method The Curriculum, Faculty, Social Interaction, and Environment model was used to support this nationwide study. Stratified random sampling was used to recruit 56 ASN programs from 31 US states for participation. results The students rated their satisfaction with the nursing program as close to “satisfied.” The faculty, curriculum, and social interaction significantly and positively predicted overall student satisfaction with a nursing program. conclusion A nursing program can evaluate students' satisfaction periodically to determine the impact of the educational experience on the program's performance. [ABSTRACT FROM AUTHOR]

The objective of this study was to examine the coping patterns followed by the junior college students. Further, an extensive effort was done to study the gender differences in coping patterns used by the students. This study was conducted in Christ College, Bangalore and on the first and second-year students of pre-university studying in either of the branches (Bachelor of Arts, Science, or Commerce). A total of 120 samples were collected from study population of junior college students using the random sampling method. The sample comprised, 40 students from each group of Arts, Science, and Commerce, including both of the sexes. The tools such as, socio-demographic data sheet and coping checklist, were used. The study findings revealed that majority of the students adopted emotion- and problem-focused coping strategies. Most of the female students adopted emotion-focused coping strategies, whereas the male students mostly used problem-focused coping strategies.

The article offers an overview of an inquiry-focused online learning assignment related to COVID-19 for undergraduate nursing students at the University of Tennessee. Topics discussed include the inclusion of the assignment under the Transforming Roles in Community-Based Integrated Primary Care (TRIP) curriculum, online resources given to the students to complete the task of designing a COVID-19 screening tool for call centers, and the rubric employed to evaluate the screening tools.

The study aim was to evaluate the effects of concept-based learning by comparing ATI Nursing Education test scores for a traditional curriculum and a concept-based curriculum. The study also examined effects of the concept-based curriculum on critical thinking and motivation. No statistically significant differences were noted in ATI scores for the two groups; students neither agreed nor disagreed that they were engaged in critical thinking but did agree with motivation statements. Faculty were surveyed about their approach to teaching. [ABSTRACT FROM AUTHOR]

Background: Learning style is a major consideration in planning for effective and efficient instruction and learning. Learning style has been shown to influence academic performance in the previous research. Little is known about Taiwanese students' learning styles, particularly in the field of nursing education. Aim: This purpose of this study was to identify the relationship between learning styles and academic performance among nursing students in a 5-year associate degree of nursing (ADN) program and a 2-year bachelor of science in nursing (BSN) program in Taiwan. Methods/Design: This study employed a descriptive and exploratory design. The Chinese version of the Myers-Briggs type indicator Form M was an instrument. Data such as grade point average were obtained from the Office of Academic Affairs and the Registrar computerized records. Descriptive statistics, one-way analysis of variance and chi-square statistical analysis were used to explore the relationship between academic performance and learning style in Taiwanese nursing students. Results/Findings: The study sample included 285 nursing students: 96 students in a 2-year BSN program, and 189 students in a 5-year ADN program. Two common learning styles were found: Introversion, sensing, thinking, and judging; and introversion, sensing, feeling, and judging. A sensing-judging pair was identified in 43.3% of the participants. Academic performance was significantly related to learning style (p < 0.05, df = 15). Conclusion: The results of this study can help educators devise classroom and clinical instructional strategies that respond to individual needs in order to maximize academic performance and enhance student success. A large sample is recommended for further research. Understanding the learning style preferences of students can enhance learning for those who are under performing in their academic studies, thereby enhancing nursing education. [ABSTRACT FROM AUTHOR]

The article focuses on Singapore-based educational institution Anderson Junior College (AJC) with regards to its efforts to mold its students to possess outstanding scientific knowledge and skills. It offers information on AJC's annual Elementz Science Research Conference and Exhibition wherein upper secondary students showcased their research projects. It also discusses AJC's science program, Anderson Science Programme in Research and Enrichment.

The article presents a study which evaluates the use of an item response theory (IRT) approach in reexamining self-directed instrument (SDL) for different nursing education programs in Taiwan. Noted was the conduct of a stratified random sampling having probabilities proportional to size. Results indicate that 18 items had exhibited very high discrimination while two other items and high discrimination suggesting greater precision in estimating SDL among nursing students.

aim To evaluate the effects of a retention intervention program on nursing students’ persistence in obtaining an associate’s degree. background An associate degree nursing program at a large community college used a three-year grant from the US Department of Labor to create a program to improve retention of nursing students. method Seven retention interventions (stipends, learning communities, comprehensive orientation, individualized academic planning, counseling, peer tutoring, and community nurse mentoring) were provided to participants. Correlational analyses were conducted between demographic variables and degree completion and between individual intervention program participation and degree completion. results The program produced a statistically significant improvement in retention, but no specific intervention or mixture of interventions was significantly correlated with retention. conclusion Retention programs must be comprehensive, integrated efforts in order to increase the degree completion rate. [ABSTRACT FROM AUTHOR]

AIM The aim of the study was to compare the development of professionalism in pre-licensure nursing students in associate degree, diploma, and baccalaureate programs. BACKGROUND Concerns have been raised about whether professional values to guide nursing practice are consistently instilled within nursing education programs. METHOD Degrees of professionalism were operationally measured by the 26-item Nurses Professional Values Scale-Revised (NPVS-R) (Weis & Schank, 2009) in a convenience sample. RESULTS ANOVA analysis (p = 0.0003) and then pairwise t-test analysis (p = 0.0004) revealed statistical significance when comparing NPVS-R scores and educational preparation. Differences between professional values scores and levels within each program revealed significance for the diploma students (p < 0.0001). Secondary subanalysis of the NPVS-R factors among levels and between educational preparation again revealed significance. CONCLUSION Curricula revisions, faculty reflection and enrichment, as well as active student engagement are warranted to more vigilantly enhance the role formation process. [ABSTRACT FROM AUTHOR]

With the passage of the Affordable Care Act and as the number of aging and diverse individuals in society increases, access to health care will expand and the need for more competent and diverse nursing graduates will increase. An adequate number of nurse graduates is imperative to meet societal demands; however, this is complicated by high nursing student attrition rates. This article examines the need for more nurses (including those from diverse backgrounds), current attrition rates among schools of nursing, at-risk student characteristics, and previous attempts to increase student success. Applying the evidence to practice, findings from a multipronged approach to increase student success within an associate degree nursing program located within a historically Black college and university in the midwestern United States are discussed. The program's successes and opportunities for improvement are examined, as well as the recommendations for other nursing programs facing issues with student attrition. [With the passage of the Affordable Care Act and as the number of aging and diverse individuals in society increases, access to health care will expand and the need for more competent and diverse nursing graduates will increase. An adequate number of nurse graduates is imperative to meet societal demands; however, this is complicated by high nursing student attrition rates. This article examines the need for more nurses (including those from diverse backgrounds), current attrition rates among schools of nursing, at-risk student characteristics, and previous attempts to increase student success. Applying the evidence to practice, findings from a multipronged approach to increase student success within an associate degree nursing program located within a historically Black college and university in the midwestern United States are discussed. The program's successes and opportunities for improvement are examined, as well as the recommendations for other nursing programs facing issues with student attrition. [J Nurs Educ. 2014;53(1):31--37.] [ABSTRACT FROM AUTHOR]

AIM To examine health promotion behaviors and barriers to health promotion in traditional and nontraditional nursing students in an associate degree nursing program in the northeastern United States. BACKGROUND Nursing students are exposed to concepts of health promotion in the nursing curriculum, but do not necessarily apply them to their own lives. Examining the variables affecting the health behaviors of nursing students may provide the information required to motivate lifestyle changes in this population. METHOD A cross-sectional descriptive design was used to examine the relationship between study variables. RESULTS Nontraditional nursing students participate in health promoting behaviors less often than traditional nursing students and experience more barriers to health promotion. CONCLUSION Implementation of health promotion programs targeting nontraditional students may lead to improved health among these individuals, which may result in increased success in nursing programs. [ABSTRACT FROM AUTHOR]

The article focuses on a study which examined the effectiveness of a developmental education program for five cohorts of community college students in the U.S. Demographic characteristics, course outcomes and enrollment data were obtained from the college's student information system. Each teacher had control over selection of textbooks.

Background: Fostering self-directed learning skills in nursing students may provide a foundation for improving the specialty knowledge of these nurses. Purpose: This study examines the current status of nursing student self-directed learning behavior and explores how different background factors impact self-directed learning. Methods: This research design used a cross-sectional survey and convenience sampling. A total of 550 questionnaires were distributed to participants in enrolled in nursing programs at a 2-year nursing program at an institute of technology in northern Taiwan and a 4-year nursing program at an institute of technology in southern Taiwan. A convenience sampling was used to collect data, with 537 valid questionnaires used in data analysis. Results: Results indicated that the self-directed learning and self-management of nursing students between 20-21 years old was significantly higher than those of students between 18-19 years old. Self-directed learning, desire of learning and self-control in 2-year nursing students were significantly higher than in 4-year and extension education department nursing student participants. Two-year nursing students had the highest self-management scores, followed by extension education department participants and 4-year nursing students. Finally, participants who associated highly with the nursing profession earned the highest self-directed total score, followed by those participants who associated generally and those who associated mildly. Conclusions / Implications for Practice: The results recommend that teachers at nursing institutes help students develop self-directed learning. Results also recommend teachers increase their students' association with the nursing specialty through understanding the impact of different background factors on self-directed learning. [ABSTRACT FROM AUTHOR]

Background: Major nursing organizations, federal agencies, and researchers are recommending that all nurses be educated to at least the baccalaureate level. Methods: This article reports the results of a qualitative study of the experiences of students enrolled in a direct associate's degree to baccalaureate degree nursing program. Based on multiple small group interviews conducted during an 18-month period, a multistep interpretive analytic process was used that ultimately described themes within a holistic view of the phenomenon. Findings: The results showed an overarching theme of transformative change over time, centered within the "place" of the university. Conclusion: The study suggested that there are differences beyond additional coursework that describe a transformative process in associate's degree to baccalaureate degree education. An atmosphere, or "space created," for reflection on learning is significant to consider in the development of education programs. [ABSTRACT FROM AUTHOR]

There is a serious and growing shortage of nurses in the United States, and the high rate of student attrition from nursing programs has further added to this problem. The challenge for schools of nursing is to recruit increased numbers of qualified candidates into their programs and to determine ways to decrease the rate of student attrition. The purpose of this study was to determine whether self-esteem, self-efficacy, and life stressors were significantly related to student attrition in first-semester associate degree nursing students. A descriptive correlational design and nonprobability convenience sample of first-semester associate degree nursing students was used. Data were gathered using the Rosenberg Self-Esteem Scale, the General Self-Efficacy Scale, and the Holmes and Rahe Social Readjustment Rating Scale. Findings indicated that self-esteem was significantly associated with student attrition. Results from this study provide the basis for targeted interventions designed to decrease student attrition rates in associate degree nursing programs. [J Nurs Educ. 2013;52(6):351-354.] [ABSTRACT FROM AUTHOR]

The purpose of this cross-sectional study was to test a cause-and-effect model of factors affecting leisure satisfaction among Taiwanese adolescents. A structural equation model was proposed in which the relationships among leisure motivation, leisure involvement, and leisure satisfaction were explored. The study collected data from 701 adolescent students at a junior college in central Taiwan. Participants were assessed using a questionnaire that captured leisure motivation, leisure involvement, leisure satisfaction and demographic data. The preliminary model fit criteria, overall model fit, and fit of the internal structure of model were used to assess the leisure satisfaction model fit. The results revealed that leisure motivation had no significant effect on leisure satisfaction when leisure involvement was also in the model, but leisure motivation had a significant effect on leisure involvement. Adolescents with higher leisure involvement had more positive leisure satisfaction. We found that 92.0% of the variance in adolescents' leisure satisfaction could be explained by leisure involvement. When leisure involvement was considered in the model, no significant predictive effect on the leisure satisfaction of adolescents was found for leisure motivation. In order to enhance leisure satisfaction, it is strongly suggested that adolescents learn to be involved in leisure activities and obtain support from their family. [ABSTRACT FROM AUTHOR]

Background. In many parts of the world, it is common for secondary school students to be involved in part-time employment. Research shows that working can have a negative impact on school engagement. However, the majority of studies have focused on the amount of time that students spend working rather than on the quality of work experience and its influence on school engagement. Aims. This study explored the relation of part-time work and school experiences to dropout intentions among secondary school and junior college students. The study was conceptualized from a self-determination theory perspective (Deci & Ryan, 2000). Sample. Participants were 3,248 students from rural and suburban schools in the greater region of Montreal, Canada. Method. Questionnaires were used to assess the number of hours worked, the extent to which work interfered with or facilitated school functioning, autonomy, competence, and relatedness experienced in the work and school domains. School performance and school dropout intentions were also assessed. Results. A curvilinear relation between work hours and dropout intentions was found, reflecting that part-time work began to be associated with higher dropout intentions only when students worked more than 7 hr per week. Analyses also showed that work-school interference was related to dropout intentions, and that this variable served to mediate the relation of employer autonomy support to dropout intentions. Conclusions. These results suggest that both the quantity and the quality of students' part-time work experiences need to be considered when examining the relation of work to school engagement. [ABSTRACT FROM AUTHOR]

Aim. The purpose of this study was to develop an instrument with rigorous psychometric properties to cfclnprehensively measure nursing student satisfaction and to identify areas for nursing program enhancement. Background. Measures of program quality are frequently designed to demonstrate to professional groups that the educational program will prepare graduates for success in a rapidly changing world. Method. This was a longitudinal methodological study.The Nursing Student Satisfaction Scale (NSSS) was used to gather students' perceptions of satisfaction with a nursing program at a university. Results. In total, 303 nursing students enrolled in the final semester of the associate degree in nursing program participated in the study. Psychometric evaluation of the NSSS included content validity, item analysis for internal consistency reliability, and construct validity. Conclusion. The NSSS demonstrated sound psychometric properties through the pilot test and the three-year longitudinal study. It provides a theory-based approach to the measurement of nursing student satisfaction. [ABSTRACT FROM AUTHOR]

A model of nursing student retention was studied in nontraditional, associate degree nursing students. Student retention was defined as persistence, or choosing to continue in a nursing program, and successful academic performance, or meeting the necessary academic standards to continue in a nursing program. The model shows the interaction of background variables, internal psychological processes, and external supports, and their relationships to persistence and academic performance. Participants were 458 nontraditional associate degree nursing students. There were significant differences in background variables between students who persisted and those who withdrew voluntarily or failed academically. Perceived faculty support was related to both persistence and academic performance, such that students with higher perceived faculty support were more likely to continue in a nursing program until graduation and were more likely to be successful academically. Students with higher perceived faculty support also had higher outcome expectations of earning an associate degree in nursing. [ABSTRACT FROM AUTHOR]

ADN students are a large yet distinct subgroup of nursing students who require research and understanding. The purpose of this study was to describe the thoughts, feelings, and experiences of American associate degree nursing (ADN) students who participated in a short study abroad course in a low-income country. A qualitative, narrative method was used. Three categories emerged from the analysis. Participants revealed thoughts of “constant comparisons”, feelings of an “emotional journey”, and they experienced “learning”. Participants did not demonstrate perspective transformation as defined by Mezirow as participants signified no intent for social action. Several potential blocks to perspective transformation were identified: egocentrism/emotional disconnect, perceived powerlessness/being overwhelmed, and a vacation mindset. The findings provide insight into the student experience of studying abroad. Transformative learning is not a guaranteed result. Nurse educators must consider strategies to foster transformation including discussing global systemic oppressors, international relations, coping, connecting, and social action. [ABSTRACT FROM AUTHOR]

The level of nursing education has been shown to influence nursing care with a direct correlation between higher nursing education and improved patient outcomes. However, only 16-20% of Associate Degree (AD) nurses return to school for a higher degree in nursing. Studies have focused on barriers why practicing AD nurses do not pursue further education, though; no study to date has looked at motivational factors for AD nursing students to continue education. This quantitative structural equation (SEM) modeling study investigates the relationship between motivational factors, professional values and the intent to continue formal post-AD nursing education. A sample of 62 AD nursing students in urban community colleges participated. Self-administered questionnaires included the Academic Motivation Scale (AMS C-28), the Nursing Professional Values Scale Revised (NPVS-R), and a personal questionnaire. Data analysis showed that AD nursing students with high professional values were self-determined with high intrinsic motivation, and professional values were a supportive factor in the intent to continue education. Implications of this study support the enhancement of professional values in the AD nursing curriculum. Additional factors in the intent decisional process should be explored in future research. [ABSTRACT FROM AUTHOR]

This study investigates the effectiveness of an integrated nursing English program administered in a junior college in Taiwan. The program was developed in order to integrate nursing education into general English education as a combined curriculum. The program was designed and administered to 370 second-year nursing majors by four language-trained teachers with little ESP (English for Specific Purposes) experience. Three major course themes were covered in the seven-week program, namely, Food Guide Pyramid, Hospital Admission, and Parts of the Body & Health Problems. At the end of the program, an evaluation survey was given out to probe the learners' opinions regarding the course design and content. Comments from a group of nursing teachers in a post-instruction seminar were also highlighted to draw out their perspectives on ways in which the program might be improved. Results of the survey indicated that the majority of learners evaluated the program satisfactorily and agreed that the program effectively enhanced their professional knowledge of nursing and four skills in English. The program was also successful in enhancing the students' interest in learning English. This study may serve as a guide for EFL language-trained teachers to develop related nursing English programs. [ABSTRACT FROM AUTHOR]

This article reports on a survey of associate degree and diploma nursing students in Pennsylvania designed to elicit their future educational goals and opinions regarding proposed educational advancement legislation. Results indicated the majority of respondents (86.3 percent)planned to pursue the bachelor's degree in nursing; most (94.8 percent) hoped to be enrolled in a BSN program within four years of graduation.The majority (78.9 percent) indicated that even if they were mandated to complete the bachelor's degree in nursing within 10 years, they would still enroll in their current associate degree or diploma program. Asked if 10 years is a reasonable amount of time to complete the BSN, 79.4 percent agreed it is. If money were not an obstacle, 95.8 percent of participants indicated they would pursue a BSN or higher. The results of this survey suggest that the vast majority of associate degree and diploma nursing students value and hope to pursue higher education in nursing. [ABSTRACT FROM AUTHOR]

The purpose of this study was to gain knowledge about academic misconduct in associate degree nursing students enrolled in two nursing programs in the northeastern United States. Study respondents (n = 193) identified the frequency of engagement in behaviors of misconduct in both the classroom and clinical setting and their attitudes toward the identified behaviors of misconduct, neutralization behaviors, ethical standards of the nursing profession, and the ethic of caring within the nursing profession. Findings were consistent with previous research on academic misconduct in baccalaureate nursing students. Analysis of self-reported cultural identities refuted the prevailing literature on academic misconduct across differing cultures and nations. [ABSTRACT FROM AUTHOR]

fero l.j., o’donnell j.m., zullo t.g., dabbs a.d., kitutu j., samosky j.t. & hoffman l.a. (2010) Critical thinking skills in nursing students: comparison of simulation-based performance with metrics. Journal of Advanced Nursing 66(10), 2182–2193. Aim This paper is a report of an examination of the relationship between metrics of critical thinking skills and performance in simulated clinical scenarios. Background Paper and pencil assessments are commonly used to assess critical thinking but may not reflect simulated performance. Methods In 2007, a convenience sample of 36 nursing students participated in measurement of critical thinking skills and simulation-based performance using videotaped vignettes, high-fidelity human simulation, the California Critical Thinking Disposition Inventory and California Critical Thinking Skills Test. Simulation-based performance was rated as ‘meeting’ or ‘not meeting’ overall expectations. Test scores were categorized as strong, average, or weak. Results Most (75·0%) students did not meet overall performance expectations using videotaped vignettes or high-fidelity human simulation; most difficulty related to problem recognition and reporting findings to the physician. There was no difference between overall performance based on method of assessment ( P = 0·277). More students met subcategory expectations for initiating nursing interventions ( P ≤ 0·001) using high-fidelity human simulation. The relationship between videotaped vignette performance and critical thinking disposition or skills scores was not statistically significant, except for problem recognition and overall critical thinking skills scores (Cramer’s V = 0·444, P = 0·029). There was a statistically significant relationship between overall high-fidelity human simulation performance and overall critical thinking disposition scores (Cramer’s V = 0·413, P = 0·047). Conclusion Students’ performance reflected difficulty meeting expectations in simulated clinical scenarios. High-fidelity human simulation performance appeared to approximate scores on metrics of critical thinking best. Further research is needed to determine if simulation-based performance correlates with critical thinking skills in the clinical setting. [ABSTRACT FROM AUTHOR]

Abstract: The present study investigated junior college students'' conceptions of and approaches to learning via online peer assessment (PA) using a phenomenographic approach. Participants were 163 college students. Students were asked to accomplish a given learning task via an online PA system. Of the participants, 62 were interviewed after the activity. The interviews revealed hierarchically related and qualitatively different categories of conceptions and approaches to learning via online PA. The main and achieved levels of conceptions of and approaches to learning were determined. The results showed that, within each level, conceptions emphasizing a fragmented and cohesive learning tended to be associated with approaches focusing on surface and deep learning, respectively. In addition, students with cohesive learning conceptions and deep learning approaches were likely to make greater progress in the early stages of online PA activity. The present study finally found that approaches to learning via online PA were less related to the learning outcomes than conceptions of learning. [Copyright &y& Elsevier]