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Motivated Strategies for Learning in Accelerated Second-Degree Nursing Students
Majeda M El-Banna1, Billinda Tebbenhoff, Malinda Whitlow
1Author Affiliations: Assistant Professor and Director of RN to BSN/MSN Program (Dr El-Banna); Assistant Professor and Associate Dean, Division of Undergraduate Studies (Dr Tebbenhoff); Assistant Professor and Executive Director, ABSN Program (Dr Whitlow); and Research Professor (Dr Wyche), School of Nursing, The George Washington University, Ashburn, Virginia.
Abstract:
Students in a second-degree accelerated BSN program experience a rigorous curriculum and fast-paced introduction to the nursing profession. This study examined the relationships among self-esteem, motivation, learning strategies, demographic characteristics, and academic achievement. The results indicated that all of the students had good self-esteem; some demographic characteristics influenced the type of motivation and learning strategies they endorsed but did not influence their current academic performance.
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