{"title":"Self-Regulated and Strategic Learning Practices as Predictors of Academic Performance in Novice Nursing Students.","authors":"Jennifer S Eilts","doi":"10.1097/NNE.0000000000001767","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Promoting the success and retention of novice nursing students requires a better understanding of how self-regulated and strategic learning approaches impact academic performance.</p><p><strong>Purpose: </strong>The purpose of this correlational study was to determine if there was a predictive relationship between the results of a self-regulated learning assessment and final grades in a foundational nursing course.</p><p><strong>Methods: </strong>The Learning and Study Strategies Inventory (LASSI) was used to collect data from a convenience sample of 75 students enrolled in an entry-level nursing course across 4 prelicensure programs. Scores were analyzed alongside demographic data and numeric grades at the end of the semester.</p><p><strong>Results: </strong>Results demonstrated the significant predictive abilities of LASSI scores related to Anxiety, Concentration, Information Processing, Motivation, and Test Strategies. Additionally, non-native English speakers experienced significantly lower course grades.</p><p><strong>Conclusions: </strong>Nurse educators can improve student performance in an introductory course by teaching and modeling self-regulated and strategic learning practices.</p>","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":" ","pages":""},"PeriodicalIF":2.4000,"publicationDate":"2024-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nurse Educator","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1097/NNE.0000000000001767","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"NURSING","Score":null,"Total":0}
引用次数: 0
Abstract
Background: Promoting the success and retention of novice nursing students requires a better understanding of how self-regulated and strategic learning approaches impact academic performance.
Purpose: The purpose of this correlational study was to determine if there was a predictive relationship between the results of a self-regulated learning assessment and final grades in a foundational nursing course.
Methods: The Learning and Study Strategies Inventory (LASSI) was used to collect data from a convenience sample of 75 students enrolled in an entry-level nursing course across 4 prelicensure programs. Scores were analyzed alongside demographic data and numeric grades at the end of the semester.
Results: Results demonstrated the significant predictive abilities of LASSI scores related to Anxiety, Concentration, Information Processing, Motivation, and Test Strategies. Additionally, non-native English speakers experienced significantly lower course grades.
Conclusions: Nurse educators can improve student performance in an introductory course by teaching and modeling self-regulated and strategic learning practices.
期刊介绍：
Nurse Educator, a scholarly, peer reviewed journal for faculty and administrators in schools of nursing and nurse educators in other settings, provides practical information and research related to nursing education. Topics include program, curriculum, course, and faculty development; teaching and learning in nursing; technology in nursing education; simulation; clinical teaching and evaluation; testing and measurement; trends and issues; and research in nursing education.
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