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Dissertation
Managing the maelstrom self-regulated learning, academic outcomes, and the student learning experience in a second-degree accelerated baccalaureate nursing program
Doctor of Philosophy (Ph.D.), Drexel University
May 2009
DOI:
https://doi.org/10.17918/etd-3118
Abstract
Second-degree accelerated nursing programs have increased exponentially in response to the escalating nursing shortage. It is assumed that students' abilities to control learning processes in prior coursework will transfer to the accelerated learning environment. However, it is unclear why some students succeed in these programs, while other seemingly capable students fail. A mixed method research design was used to investigate the relationship between self-regulated learning, academic outcomes and the experience of self-regulated learning in an accelerated nursing program. A purposive sample of 121 fourth quarter students enrolled in an 11-month curriculum participated in the study. Scores from the Self-Regulated Learning Inventory (Lindner & Harris, 2002) were compared with GPA and program completion using linear and logistic regression analyses. The linear regression revealed that the overall association of the learning inventory was statistically significant, F (3, 104) = 2.74, p = .047 indicating that motivation, knowledge, and executive processing accounted for 6.2% of the variance in GPA. The logistic regression showed that the ability of motivation, knowledge, and executive processes in predicting the criterion of completing the program in 11-months was statistically significant, ([chi]² = 10.193, df = 8, p = .017) and accounted for approximately 11.4% of the variance. Thematic analysis of the focus group interviews revealed themes of: a sense of urgency, expectations versus reality, return to the student role, finding balance, and re-framing the experience. The conclusions were: 1) academic success is predicated on students exercising a significant degree of self-regulation in adapting to the accelerated learning experience, 2) the students' use of self-regulated strategies is highly contextual, and 3) nursing faculty in an accelerated program have a direct influence on students' ability to regulate learning and academic outcomes. This initial study contributes to the understanding of issues influencing student learning and academic success in these rigorous, highly condensed nursing curricula. Further research will enhance understanding, promote curricular innovation, and contribute to the ongoing advancement of contemporary nursing education and practice.
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Details
- Title
- Managing the maelstrom self-regulated learning, academic outcomes, and the student learning experience in a second-degree accelerated baccalaureate nursing program
- Creators
- Faye A. Meloy - DU
- Contributors
- Liz Haslam (Advisor) - Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Philosophy (Ph.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 3118; 991014632294104721