Nursing Student Descriptions That Suggest Changes for the Classroom and Reveal Improvements Needed in Study Skills and Self-Care

Elaine A. Gardner, Linda A. Deloney, Victoria T. Grando

Research output: Contribution to journalArticlepeer-review

8 Scopus citations

Abstract

This article describes a longitudinal study that took place in a college of nursing with baccalaureate students between 2002 and 2004 at a university medical center. Its purpose was to provide a climate of success for the students yet challenge them to make additional efforts to complete the program. The qualitative section of the study consisted of students answering the following open-ended questions: (1) Describe ways that faculty can help you be successful in the future and (2) What can you do for yourself to achieve the goal of finishing the program? Students identified what change could be made in the classroom, how increased study time and skills might help, and how self-care would facilitate success. Descriptions were shared with faculty and students in an effort to improve classroom delivery, provide study tips to students, and help students become aware of increased self-care. Students as future nurses, enter practice and care for patients who will need the best care and self-care instruction. Using techniques that students identified to be successful, making efforts through hard work (increased study skills), and realizing how to better care for themselves could assist RNs in providing comprehensive and best care to patients.

Original languageEnglish (US)
Pages (from-to)98-104
Number of pages7
JournalJournal of Professional Nursing
Volume23
Issue number2
DOIs
StatePublished - Mar 1 2007

Keywords

  • Classroom changes
  • Descriptions
  • Longitudinal study
  • Nursing students
  • Self-care
  • Study skills

ASJC Scopus subject areas

  • Nursing(all)

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