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Updated: Jun 2, 2025

Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
Self-Regulated and Strategic Learning Practices as Predictors of Academic Performance in Novice Nursing Students
1Author Affiliation: Department of Nursing, Nebraska Wesleyan University, Lincoln, Nebraska (Dr Eilts).
Background:
Promoting the success and retention of novice nursing students requires a better understanding of how self-regulated and strategic learning approaches impact academic performance.
Purpose:
The purpose of this correlational study was to determine if there was a predictive relationship between the results of a self-regulated learning assessment and final grades in a foundational nursing course.
Methods:
The Learning and Study Strategies Inventory (LASSI) was used to collect data from a convenience sample of 75 students enrolled in an entry-level nursing course across 4 prelicensure programs. Scores were analyzed alongside demographic data and numeric grades at the end of the semester.
Results:
Results demonstrated the significant predictive abilities of LASSI scores related to Anxiety, Concentration, Information Processing, Motivation, and Test Strategies. Additionally, non-native English speakers experienced significantly lower course grades.
Conclusions:
Nurse educators can improve student performance in an introductory course by teaching and modeling self-regulated and strategic learning practices.
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