Approaches to study in undergraduate nursing students in regional Victoria, Australia

Journal article


Brown, Stephen, Wakeling, Lara, Naiker, Mani and White, Sue. (2014). Approaches to study in undergraduate nursing students in regional Victoria, Australia. International Journal of Nursing Education Scholarship. 11(1), pp. 155 - 164. https://doi.org/10.1515/ijnes-2014-0020
AuthorsBrown, Stephen, Wakeling, Lara, Naiker, Mani and White, Sue
Abstract

In developmental research to devise a strategy to identify students who may benefit from assistance with learning habits, approaches to study were explored in undergraduate nursing students (n ¼ 122) enrolled in a compulsory first-year course in physiology at a regional Australian university. The course constituted 30 credits (25%) of their first year of study. Using the Approaches and Study Skills Inventory (ASSIST), students were identified as adopting a deep (n ¼ 38, 31%), strategic (n ¼ 30, 25%), or a surface (n ¼ 54, 44%) approach to study. Internal consistency (Cronbach’s alpha [α]) for deep, strategic, and surface was 0.85, 0.87, and 0.76, respectively. Subsequently, a cluster analysis was done to identify two groupings: a “surface” group (n ¼ 53) and a “deep/ strategic” group (n ¼ 69). The surface group scored lower in deep (33.28 6.42) and strategic (39.36 6.79) approaches and higher in the surface (46.96 9.57) approach. Conversely, the deep/strategic group scored 46.10 6.81, 57.17 7.81, and 41.87 6.47 in deep, strategic, and surface styles, respectively. This application of the ASSIST questionnaire and cluster analysis thus differentiated students adopting a surface approach to study. This strategy may enable educators to target resources, for example additional tutorial opportunities, peerassisted study support, and tutor-led seminar sessions aimed at encouraging students to adopt a less superficial approach to study. Keyw

Keywordsundergraduate nurse education; learning styles; study skills; cluster analysis
Year2014
JournalInternational Journal of Nursing Education Scholarship
Journal citation11 (1), pp. 155 - 164
PublisherWalter de Gruyter GmbH
ISSN1548-923X
Digital Object Identifier (DOI)https://doi.org/10.1515/ijnes-2014-0020
Scopus EID2-s2.0-84911436786
Open accessOpen access
Page range155 - 164
Research GroupSchool of Behavioural and Health Sciences
Publisher's version
Place of publicationGermany
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