Åsa Rejnö1, Per Nordin2, Susanne Forsgren3, Yvonne Sundell4, Gudrun Rudolfsson5. 1. Department of Health Sciences, University West, 461 86 Trollhättan, Sweden; Stroke Unit, Skaraborg Hospital, 541 85 Skövde, Sweden. Electronic address: asa.rejno@hv.se. 2. The Skaraborg Institute for Research and Development, 541 30 Skövde, Sweden. Electronic address: per.nordin@skaraborg-institute.se. 3. Department of Health Sciences, University West, 461 86 Trollhättan, Sweden. Electronic address: susanne.forsgren-gebring@hv.se. 4. Department of Health Sciences, University West, 461 86 Trollhättan, Sweden. Electronic address: yvonne.sundell@vgregion.se. 5. Department of Health Sciences, University West, 461 86 Trollhättan, Sweden; Faculty of Professional Studies, Nord University, Bodø, Norway. Electronic address: gudrun.rudolfsson@hv.se.
Abstract
BACKGROUND: Students' motivation and ways of engaging in their schoolwork are important for their performance, including passing exams. Attendance at learning activities has also been argued to be of major importance, although no causal relationship with passing exams has been established in nursing education. OBJECTIVES: The aim of this study was to describe the impact of attendance at nonmandatory learning activities on attainment, in terms of passing or failing of exams, in nursing education courses including both mandatory and non-mandatory activities. DESIGN: A prospective quantitative design. SETTING: The nursing education programme at a Swedish university. PARTICIPANTS: Nursing students (n=361) from two courses and four classes within the nursing programme. METHODS: Attendance was registered at every non-mandatory teaching activity by asking the students to note their attendance on a list. Data such as sex, age, and whether the students had passed the exam were also collected for each course and each semester separately. RESULTS: Increased participation was associated with an increasing proportion of students passing the exam. The chance of passing the exam increased by 13% for every additional learning occasion attended. Logistic regression showed an OR of 5.4 for an attendance of 100%. CONCLUSIONS: An increase in attendance gave a higher proportion of exam passes. Encouraging students to attend non-mandatory learning activities could be of value, and potentially contribute to an increased graduation rate for nursing students.
BACKGROUND: Students' motivation and ways of engaging in their schoolwork are important for their performance, including passing exams. Attendance at learning activities has also been argued to be of major importance, although no causal relationship with passing exams has been established in nursing education. OBJECTIVES: The aim of this study was to describe the impact of attendance at nonmandatory learning activities on attainment, in terms of passing or failing of exams, in nursing education courses including both mandatory and non-mandatory activities. DESIGN: A prospective quantitative design. SETTING: The nursing education programme at a Swedish university. PARTICIPANTS: Nursing students (n=361) from two courses and four classes within the nursing programme. METHODS: Attendance was registered at every non-mandatory teaching activity by asking the students to note their attendance on a list. Data such as sex, age, and whether the students had passed the exam were also collected for each course and each semester separately. RESULTS: Increased participation was associated with an increasing proportion of students passing the exam. The chance of passing the exam increased by 13% for every additional learning occasion attended. Logistic regression showed an OR of 5.4 for an attendance of 100%. CONCLUSIONS: An increase in attendance gave a higher proportion of exam passes. Encouraging students to attend non-mandatory learning activities could be of value, and potentially contribute to an increased graduation rate for nursing students.
Authors: Erik Skoglund; Julianna Fernandez; Jeffrey T Sherer; Elizabeth A Coyle; Kevin W Garey; Marc L Fleming; Amelia K Sofjan Journal: Am J Pharm Educ Date: 2020-05 Impact factor: 2.047