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Nursing students' approaches to studying

M Stiernborg1, J Guy, R Tinker

  • 1WHO Regional Training Centre, University of New South Wales, Sydney, Australia.

Nurse Education Today
|April 1, 1997
PubMed
Summary
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This study found the Approaches to Study Inventory (ASI) useful for nursing education, but nursing students showed no change in deep or surface learning approaches during their degree. Academic performance links to deep learning were weak.

Area of Science:

  • Nursing Education
  • Educational Psychology

Background:

  • The Approaches to Study Inventory (ASI) is a tool to assess student learning strategies.
  • Understanding how nursing students approach their studies is crucial for effective education.

Purpose of the Study:

  • To validate the ASI constructs for Australian nursing students.
  • To investigate changes in nursing students' study approaches throughout their education.
  • To examine the relationship between study approaches and academic performance.

Main Methods:

  • The ASI was administered to nursing students at an Australian university (67% response rate).
  • Factor analysis was used for construct validation of the ASI.
  • Internal consistency was assessed for group comparisons.

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Main Results:

  • The ASI constructs partially applied, with 'meaning' (deep) and 'reproducing' (surface) orientations supported.
  • These two orientations showed satisfactory internal consistency.
  • No significant change in study orientations was observed from the first to the third year of study.
  • The association between meaning orientation and academic performance was weak.

Conclusions:

  • The ASI is a robust instrument for assessing meaning and reproducing orientations in nursing education.
  • Nursing education should aim to foster deep learning (meaning orientation) and reduce surface learning (reproducing orientation).
  • Current nursing education did not demonstrate a progression towards deeper learning strategies among students.