Student engagement in higher education: A cross-sectional study of nursing students' particpation in college-based education in the republic of Ireland.

BACKGROUND: Student achievement within the Higher Education Sector is predicated upon engagement with college/university life and engagement is identified as having a major impact on the acquisition of knowledge and cognitive growth. Evidence within the higher education sector identifies factors which impact positively and negatively on student engagement. However, the direct application of this evidence to nursing students whose programmes of study are fundamentally different to other non-professional degrees has not, as yet, been examined. OBJECTIVES: To explore undergraduate nursing students' engagement in college-based education and their perceptions of how their institutions support student engagement. DESIGN: Cross-sectional survey design. SETTINGS: Four Higher Education Institutions (HEIs) in the Republic of Ireland. PARTICIPANTS: Nursing students in first and final year (n = 634) undertaking a four-year Bachelor of Science Nursing (honours degree). METHODS: The National Survey of Student Engagement (NSSE) self-report questionnaire, which collects data on four core areas related to student engagement, was used. The statistical package SPSS version 21 was used to analyse the data. Independent t-tests were used to compare differences in engagement between students, depending on year of study (first and final year), institution type, and age. RESULTS: Students engaged most in activities that are considered core to higher education: higher order learning, collaborative learning and effective learning strategies. Although students perceived that lecturers engaged in effective teaching practices, they reported limited out of class interaction with lecturers. CONCLUSIONS: The insight gained from this study of the educational realities of contemporary nursing students will provide clarity for nurse educators, regulators, and policymakers in their efforts to support and enhance student engagement.

Ref: NET_2019_1563: Working while studying: The impact of term-time employment on undergraduate nursing students' engagement in the Republic of Ireland: A cross-sectional study.

BACKGROUND: Globally, there is evidence that tertiary education students are increasingly combining full time study with paid term-time employment. Despite this dual participation, little is known about the impact of working for pay during term on students' engagement with activities, both academic and social, that are associated with learning and development. OBJECTIVES: To measure undergraduate nursing students' term-time employment commitments and the impact of those commitments on nursing students' engagement. DESIGN: Cross-sectional survey design. SETTINGS: Four Higher Education Institutions (HEIs) in the Republic of Ireland - comprising of two Universities and two Institutes of Technology. PARTICIPANTS: First and final year undergraduate students (n = 634) enrolled in a four-year Bachelor of Science Nursing (honours degree). METHODS: The College Student Report - National Survey of Student Engagement (NSSE) self-report questionnaire was utilised. This collects data on core activities associated with student engagement along with how students spend their time in and out of class. The statistical software package SPSS version 21 was used to analyse data. RESULTS: Over two-thirds of undergraduate nursing students (n = 423) engaged in term-time employment, working on average 15 h per week, with non-traditional students (i.e. mature-aged, those with children, those who did not enter college based on second level school results) working most hours. Term-time employment had limited impact on student engagement, however, students in employment had increased student faculty interaction compared to students who were not employed but engaged in less time studying (Mean = 7.2, SD 5.9) than those who were employed (Mean = 8.7, SD = 7.6; t(316) = 2.46; p = .014). CONCLUSIONS: Overall, engaging in term-time employment was not negatively associated with student engagement, but it did reduce the number of hours students studied. Non-traditional students were more likely to be employed and consequently impacted by combining work and educational demands.

Problem-based learning in children's nursing: transcending doubts to exceeding expectations.

Problem-based learning (PBL) is well established in health education. It is regarded as a constructionist approach to education that emphasizes students' active engagement with the learning process, self-direction, and learning in a meaningful context. This article details the experiences of nurse lecturers in one university in the Republic of Ireland during the introduction of a PBL module to students enrolled in a higher diploma in children's nursing program. All lecturers attended a three-day training program on the principles and processes of PBL. The lecturers, all experienced nurse educators, had no prior experience in implementing PBL. Data collection involved the use of reflective journals and group meetings. Thematic content analysis revealed key themes that chart the journey from transcending doubts to exceeding expectations of the PBL process.

A novice teacher's reflections on lecturing as a teaching strategy: covering the content or uncovering the meaning.

The lecture is the most widely used teaching strategy in adult education programmes. While it has advantages, it is criticised for its lack of student engagement and inability to stimulate higher-order thinking. The aim of this paper is to detail a novice teacher's journey using the lecture as a teaching strategy. The use of an action research approach provided the teacher with a framework to research own learning. In addition, the collaborative process inherent in action research resulted in students being invited to evaluate the teaching. The journey takes the teacher from a teacher-centred approach to teaching and learning to a student-centred approach. The influence of the teacher's own educational encounters is explored. In common with many novice teachers, the focus on content delivery and difficulty asking questions are two key issues. The gradual implementation of strategies to allow for more student engagement is discussed and advice is offered to the novice teacher.

Feedback: an essential element of student learning in clinical practice.

Clinical practice is an essential component of the nursing curriculum. In order for the student to benefit fully from the experience regular performance feedback is required. Feedback should provide the student with information on current practice and offer practical advice for improved performance. The importance of feedback is widely acknowledged however it appears that there is inconsistency in its provision to students. The benefits of feedback include increased student confidence, motivation and self-esteem as well as improved clinical practice. Benefits such as enhanced interpersonal skills and a sense of personal satisfaction also accrue to the supervisor. Barriers to the feedback process are identified as inadequate supervisor training and education, unfavourable ward learning environment and insufficient time spent with students. In addition to the appropriate preparation of the supervisor effective feedback includes an appreciation of the steps of the feedback process, an understanding of the student response to feedback and effective communication skills.

Education for asthma care: lessons from Ireland.

Despite the increase in prevalence of asthma among children and the importance of appropriate professional training in asthma management, no programme of study in children's asthma care was available to nurses in Ireland. A professional development module was designed to meet the education needs of nurses caring for children with asthma and their families. The module has theoretical and practical elements that are reflected in both module delivery and assessment. It was evaluated using a Likert scale questionnaire and focus group interviews with 15 students. The results indicate a high degree of student satisfaction with the module. Students reported changes in practice as a result of greater confidence, increased knowledge and improved skills. Future evaluation should include the ongoing impact on practice as well as the perspectives of service users and managers.