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Approaches to learning: psychometric testing of a study process questionnaire
Sherrill Snelgrove1, Julie Slater
1School of Health Science, University of Wales, Swansea, UK. s.r.snelgrove@swasea.ac.uk
Journal of Advanced Nursing
|August 16, 2003
Summary
This study validates the Study Process Questionnaire for student nurses, finding that deep learning approaches correlate with better academic performance. This tool helps educators understand student learning strategies.
Area of Science:
- Educational Psychology
- Nursing Education
Background:
- Evaluating student learning is crucial in higher education.
- Approaches to learning (surface, deep, achieving) are key metrics.
- Research on student nurses' learning approaches is limited compared to learning styles.
Purpose of the Study:
- To validate the Study Process Questionnaire for student nurses.
- To assess the psychometric properties of the questionnaire.
- To explore the factor structure of learning approaches in nursing students.
Main Methods:
- The Study Process Questionnaire (42 items) was administered to 300 UK student nurses.
- Exploratory factor analysis, specifically principal components analysis, was used.
- Data collection occurred in July 2000 during a foundation program.
Main Results:
- A novel factor structure emerged, with three main scales.
- These scales showed similarities but not identity to the original structure.
- A significant positive correlation was found between the 'deep' learning factor and academic performance (grades, exam results).
Conclusions:
- The Study Process Questionnaire is a valid instrument for assessing student nurses' learning approaches.
- Deep learning strategies appear to positively impact academic achievement in nursing students.
- Further research is needed to fully understand the complexities of deep learning in this population.