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The impact of timetable changes on student achievement and learning experiences
1School of Health and Sports Sciences, University of the Sunshine Coast, Australia; School of Veterinary and Biomedical Sciences, James Cook University, Australia.
Condensed nursing class schedules negatively impacted student academic achievement and learning experiences. This highlights the need for self-regulated learning skills to succeed in demanding academic environments.
Area of Science:
- Nursing Education
- Higher Education Pedagogy
Background:
- Australian pre-registration nursing programs often use distributive clinical placements.
- This model reduces available weekdays for on-campus classes, impacting course delivery.
Purpose of the Study:
- To explore the impact of condensed weekly timetables on nursing students' academic achievement.
- To assess changes in learning experiences and approaches to learning.
Main Methods:
- Mixed-methods study utilizing questionnaires and official student grades.
- Second-year Bachelor of Nursing Science students participated.
Main Results:
- Academic achievement decreased by approximately 7.5% under the condensed schedule.
- An additional 9% of students failed the subject compared to previous cohorts.
- Students reported inadequate preparation and negative learning experiences.
Conclusions:
- Condensed timetables, necessitated by clinical placement models, correlated with lower academic performance.
- Students experienced poorer learning quality, emphasizing the need for self-regulated learning strategies.
- Developing self-awareness of study practices is crucial for success in diverse learning settings.
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