1 / 19

Illinois Education Research Symposium

Illinois Education Research Symposium. Using a Study-reading Intervention to Increase Student Success in a Community College Nursing Program Peg Gallagher RN, MSN June 11, 2002. Research Context. IL nursing shortage Success in nursing programs. Problem Statement.

addison-camacho
Download Presentation

Illinois Education Research Symposium

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Illinois Education Research Symposium • Using a Study-reading Intervention to Increase Student Success in a Community College Nursing Program • Peg Gallagher RN, MSN • June 11, 2002

  2. Research Context • IL nursing shortage • Success in nursing programs

  3. Problem Statement WRHC program research suggests the need for a reading comprehension training program for nursing students who are deficient in their reading skills.

  4. Textbook Study-reading • “…a strategic approach to reading in which students adjust their comprehending behavior before, during, and after reading with the purpose of satisfying a specific task.” • (Caverly, Orlando, & Mullen, 2000)

  5. Textbook Study-reading • Grounded in the cognitive- constructivist perspective with a focus on the following processes: • cognitive • metacognitive • affective

  6. Textbook Study-reading Reader Material Academic Task Direct Instruction of strategies Bransford, J. D. (1979); Jenkins, J.J. (1979)

  7. Textbook Study-reading • Study-reading in nursing education • students • texts • exams • instruction Medical Surgical Nursing

  8. Questions of Interest • Will students who participate in the study- • reading course earn higher grades in the • beginning nursing course? • Will students who participate in the study- • reading course use study-reading • behaviors? A

  9. Research Design Randomized control group experiment. Independent variable Study-reading course Dependent variables 8 and 16-week grade in NUR 101 Student use of study-reading behaviors Study Behavior Inventory Study-reading Scoring Rubric

  10. Methodology • Participants • All 2001 admits to the nursing program who scored below the cutoff on the reading comprehension portion of their admission examination.

  11. Intervention Reading Comprehension Essentials for NursingStudents • Active reading--before, during & after reading • Academic task of nursing • Apply study-reading strategies to nursing material • Monitor learning

  12. Sample Nursing Textbook Material Classification of Surgery The types of surgical procedures are classified according to seriousness, urgency, and purpose (Table 49-1). A procedure may fall into more than one classification. For example, surgical removal of a disfiguring scar is minor in seriousness, elective in urgency, and reconstructive in purpose. Frequently the classes overlap. An urgent procedure is also considered major in...

  13. Sample Nursing Textbook Material Classification of Surgery The types of surgical procedures are classified according to seriousness, urgency, and purpose (Table 49-1). A procedure may fall into more than one classification. For example, surgical removal of a disfiguring scar is minor in seriousness, elective in urgency, and reconstructive in purpose. Frequently the classes overlap. An urgent procedure is also considered major in seriousness. The same operation may be... Use the objectives classes of surgery? For example,

  14. Study-reading Exercises • Before reading the assignment I... • went to my reading chair; thought about my mom’s surgery; read the objectives • While reading the assignment I… • underlined key information; read through the tables; wrote questions in the margins • After reading the assignment I… • reviewed daily; asked questions of my peers

  15. Think-aloud Technique • Demonstrates note-taking: “Different classifications of surgeries…probably something I need to know.”P.A. • Using prior knowledge: “This is something we discussed in clinical last week..my client...” C.Y. • Skips graphics: “I don’t always look at those tables…I will usually bypass them in my reading and get back to it if I need to find something.” L.T.

  16. Outcomes Improved academic performance 8-week grade 16-week grade treatment group M=82 M=80.5 N=17 SD=5.6 SD=4 control group M=80.1 M=80.2 N=22 SD=5.4 SD=3.1 mean differences not significant

  17. Outcomes • Use of study-reading behaviors • SBI pre- post- • SBI Factor 2 score M=41.7 M=44.1 N=19 SD=7.5 SD=6.8 • mean difference is not significant • Study-reading Rubric • scores did not show improvement across the course

  18. Implications • Increase class time before semester begins • More instructor modeling and student practice of study-reading and think-aloud technique • Pre and post test control group with SBI • Decrease number of study-reading exercises and include instructor feedback. • Evaluate study-reading use with the rubric • Evaluate ability to monitor learning by predicting performance on textbook assignments

  19. For further information, pgallagh@harpercollege.cc.il.us To download slides, www.cedu.niu.edu/~smith

More Related