| dc.contributor.author | Kopp, Wendy | |
| dc.description.abstract | Attrition rates for both traditional and nontraditional students in nursing programs across the U.S. are of concern in light of the current and projected shortage of nurses. The lack of success advancing through the nursing curriculum affects the nursing student, the nursing program, and the healthcare of the community. As a result, nursing programs have been encouraged to make student success programs a priority; however, there has been a paucity of research that has examined the effect these programs have on student success. Framed by Bandura’s theory of self-efficacy, the purpose of this study was to examine the effects of a study skills seminar on self-efficacy and academic performance in BSN students, with an emphasis on nontraditional students. A true experimental pre-test post-test control group design determined if there was a statistical relationship between a study skills seminar and students’ perceived academic self-efficacy, and performance on multiple-choice exams in their nursing courses. Data consisted of results from pre- and post-intervention administrations of a researcher designed self-appraisal tool, demographic information, and exam performance. Data was reviewed using descriptive statistics and factorial between subjects analysis of variance’s (ANOVA’s). Significant self-efficacy gain scores (p = .039) were noted for the treatment group compared to the control group. Results also revealed a lower mean gain (non-significant) in total self-efficacy for nontraditional students compared to traditional students. There was no significant relationship between academic performance as measured by mean exam scores for the treatment group compared to the control group, nor was there a significant relationship for the nontraditional student on mean exam scores. An exploratory research section revealed that as class or educational level in the program increased, both self-efficacy gain and mean exam scores decreased. This study was a step in the right direction as it confirmed the positive effect a study skills seminar had on academic self-efficacy as well as its potential to influence academic success. Further research related to the effects a study skills seminar and test taking strategies has on academic self-efficacy and academic performance is warranted. | en_US |
| dc.publisher | North Dakota State University | |
| dc.rights | NDSU Policy 190.6.2 | |
| dc.title | Academic Success and Retention: Assessing Variables that Make a Difference in a Baccalaureate Nursing Program | en_US |
| dc.type | Dissertation | en_US |
| dc.type | Video | en_US |
| dc.date.accessioned | 2018-11-30T18:12:35Z | |
| dc.date.available | 2018-11-30T18:12:35Z | |
| dc.date.issued | 2018 | en_US |
| dc.identifier.uri | https://hdl.handle.net/10365/29014 | |
| dc.rights.uri | https://www.ndsu.edu/fileadmin/policy/190.pdf | |
| ndsu.degree | Doctor of Philosophy (PhD) | en_US |
| ndsu.college | Human Sciences and Education | en_US |
| ndsu.department | School of Education | en_US |
| ndsu.program | Occupational and Adult Education | en_US |
| ndsu.program | Teacher Education | en_US |
| ndsu.advisor | Peterson, Claudette | |
