Date of Conferral

2023

Degree

Ph.D.

School

Nursing

Advisor

Janice Long

Abstract

Little research has been done to identify the study strategies used by nursing students during their first nursing classes despite studies indicating they have poor study skills, making the nursing program challenging and causing many of the students to decide to leave after their first semester. The purpose of this qualitative study was to improve the understanding of registered nursing students’ study strategies during their first semester of nursing classes. Winne and Hadwin’s self-regulated learning model was used as the conceptual framework to answer the research questions about students’ study strategies during their first semester of nursing classes, how they determined strategy effectiveness, and whether they modified those strategies. A basic qualitative descriptive research approach was used in which one-on-one audio interviews were conducted by phone or Zoom with six participants who were recruited by posting flyers on Facebook and LinkedIn and through an email blast to National League for Nursing members. Interviews continued until saturation was reached. Interviews were transcribed manually and then analyzed using Braun and Clark’s six phases of thematic analysis. Results revealed four main themes: individualized study strategies and routines, study strategy evolution, getting help from others, and barriers to studying. The findings can be used to promote positive social change by bringing awareness to faculty about first semester nursing students’ study strategies so they may incorporate these strategies into their lessons, which can further assist students by giving them the tools to improve their test performance. Future research should further explore these study strategies and if strategy modifications continue throughout the nursing program.

Download

Included in

Nursing Commons

Share

 
COinS