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The Power of Choice: Fostering Engagement and Competence in Nursing Students
Background:
Self-determination theory (SDT) notes that internal drive for success promotes achievement of goals. Self-regulated learning (SRL) approaches may be an effective strategy for student success. With nursing education's emphasis on competency, it is important for students to be directly involved in learning choices.
Method:
An SRL-inspired points-based grading approach was implemented in a clinical review course. A postcourse survey included items from autonomy and competence subscales of the Basic Psychological Need Satisfaction and Frustration Scale grounded in SDT.
Results:
Seventy-seven students enrolled in the course completed a mean of 2.3 to 3.1 weekly assignments, earning an average of 102 to 112 points. Student attendance ranged from 51% to 95%. Mean class score on a standardized licensure-readiness assessment was 4 points higher than the previous class. Postcourse survey results included satisfaction with autonomy, competence, and agreement that the class format supported their learning.
Conclusion:
SRL approaches can assist faculty who are looking to enhance student engagement.
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