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Using Learning Outcome Measures to assess Doctoral Nursing Education

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Published on: June 21, 2010

Academic Habits Shaping Success in Prelicensure Nursing Students.

Stacey Browning¹, Susan Piras¹, Laura Cruz²

¹Whitson-Hester School of Nursing, Tennessee Technological University, Cookeville, Tennessee.

The Journal of Nursing Education

|May 11, 2026

Summary

Senior nursing students

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Published on: December 9, 2022

Area of Science:

Nursing Education
Qualitative Research
Higher Education

Background:

Academic nurse educators aim to improve student learning, retention, and practice readiness.
Investigating academic habits of senior prelicensure nursing students offers insights into success factors during demanding academic periods.

Purpose of the Study:

To explore the academic habits and learning strategies of senior prelicensure nursing students.
To identify factors contributing to student success in rigorous nursing coursework.

Main Methods:

A descriptive qualitative study design was employed.
Semistructured interviews were conducted with eleven senior nursing students at a southeastern US university.
Thematic analysis was used to analyze interview data.

Main Results:

Three interconnected themes emerged: reflection, belonging, and perception.
Reflection involved introspection and actualization.
Belonging encompassed peer, faculty, institutional, and professional support; perception involved self-awareness influenced by academic and social contexts.

Conclusions:

A dynamic cycle of reflection, belonging, and perception was identified.
This cycle offers evidence-based strategies for educators to foster resilience, engagement, and professional identity in nursing students.
Understanding these themes can enhance nursing education and student outcomes.