Managing the maelstrom self-regulated learning, academic outcomes, and the student learning experience in a second-degree accelerated baccalaureate nursing program

2021 ◽  
Author(s):  
Faye A. Meloy
Keyword(s):  
Student Learning ◽  
Baccalaureate Nursing ◽  
Academic Outcomes ◽  
Learning Experience ◽  
Nursing Program ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Baccalaureate Nursing Program ◽  
Second Degree

scholarly journals Impetus and Creation of an Accelerated Second-Degree Baccalaureate Nursing Program Readmission Policy

2017 ◽  
Vol 3 ◽  
pp. 237796081770477
Author(s):  
Joanne Schwartz ◽  
Stephen F. Gambescia ◽  
Carol Patton
Keyword(s):  
Baccalaureate Nursing ◽  
Nursing Program ◽  
Baccalaureate Nursing Program ◽  
Second Degree

scholarly journals Learning Analytics to Reveal Links Between Learning Design and Self-Regulated Learning

2021 ◽  
Author(s):  
Yizhou Fan ◽  
Wannisa Matcha ◽  
Nora’ayu Ahmad Uzir ◽  
Qiong Wang ◽  
Dragan Gašević
Keyword(s):  
Learning Analytics ◽  
High Performance ◽  
Process Mining ◽  
Learning Experience ◽  
Learning Design ◽  
Metacognitive Control ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
High Level ◽  
Evaluation Of Learning

AbstractThe importance of learning design in education is widely acknowledged in the literature. Should learners make effective use of opportunities provided in a learning design, especially in online environments, previous studies have shown that they need to have strong skills for self-regulated learning (SRL). The literature, which reports the use of learning analytics (LA), shows that SRL skills are best exhibited in choices of learning tactics that are reflective of metacognitive control and monitoring. However, in spite of high significance for evaluation of learning experience, the link between learning design and learning tactics has been under-explored. In order to fill this gap, this paper proposes a novel learning analytic method that combines three data analytic techniques, including a cluster analysis, a process mining technique, and an epistemic network analysis. The proposed method was applied to a dataset collected in a massive open online course (MOOC) on teaching in flipped classrooms which was offered on a Chinese MOOC platform to pre- and in-service teachers. The results showed that the application of the approach detected four learning tactics (Search oriented, Content and assessment oriented, Content oriented and Assessment oriented) which were used by MOOC learners. The analysis of tactics’ usage across learning sessions revealed that learners from different performance groups had different priorities. The study also showed that learning tactics shaped by instructional cues were embedded in different units of study in MOOC. The learners from a high-performance group showed a high level of regulation through strong alignment of the choices of learning tactics with tasks provided in the learning design. The paper also provides a discussion about implications of research and practice.

The Odds for Success on NCLEX-RN by Nurse Candidates from a Four-Year Baccalaureate Nursing Program

1992 ◽  
Vol 31 (9) ◽  
pp. 403-408
Author(s):  
Andrew C Mills ◽  
Mary E Sampel ◽  
Vivian C Pohlman ◽  
Ann M Becker
Keyword(s):  
Baccalaureate Nursing ◽  
Nursing Program ◽  
Baccalaureate Nursing Program

Predicting Nursing GPA and National Council Licensure Examination for Registered Nurses (Nclex-Rn): A Thorough Analysis

1989 ◽  
Vol 64 (2) ◽  
pp. 415-421 ◽  
Author(s):  
Ronald C. Feldt ◽  
James Marie Donahue
Keyword(s):  
Discriminant Analysis ◽  
Baccalaureate Nursing ◽  
Nursing Program ◽  
Composite Score ◽  
National Council ◽  
National Council Licensure Examination ◽  
Score Following ◽  
Percentile Rank ◽  
Baccalaureate Nursing Program

The study involved prediction of GPA in a nursing program and NCLEX-RN licensure score following completion of the program. The sample included 155 students who completed and 34 who failed to complete a baccalaureate nursing program for the 1984–1986 years. The best set of predictors of nursing GPA included ACT composite score, anatomy grade, and chemistry grade, R = .73. The best set of predictors of NCLEX-RN included ACT composite score, high school percentile rank, nursing GPA, and chemistry grade, R = .68. Classification of withdrawn and completing groups and also pass and fail NCLEX-RN performance via discriminant analysis provided results comparable to those of previous research; however, residual analysis indicated very large residuals for those withdrawing from the program as well as those who failed the licensure exam. An alternative to discriminant analysis for classifying students is suggested.

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