bheru lal project

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CHAPTER # I

INTRODUCTION

1.1 Introduction Nursing schools are responsible for producing well educated,

knowledgeable, and skilled nurses who "can make reasoned and informed

patient oriented decisions in a variety of health care delivery settings".

Traditionally, admission criteria have been considered good predictors of

students' success and have been used to screen out applicants in various

academic and professional programmes including nursing, medicine,

teaching, and other fields. Studies have found that certain academic and non-

academic factors such as age, gender, ethnic background, preadmission

qualification, and performance in aptitude tests could predict the academic

performance of the students in various professional programmes.

The academic performance of nursing students impacts their future

educational attainment and health and has therefore emerged as a public

health concern. Generally, as levels of education increase, there is an

associated increase in income and social status. This associated increase in

socioeconomic status affects health by influencing access to health care,

quality of housing, work environment, lifestyle factors, such as nutrition and

recreation, and social psychological factors, such as self-esteem and health

awareness. Given the demonstrated importance of academic performance

and resulting educational attainment to future health and career, it is

imperative to understand the determinants of school performance. A number

of factors are recognized as affecting school performance including gender,

ethnicity, and quality of school and school experience, nutrition, students

health, and socioeconomic factors. This paper focuses on the comparative

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study to academic performance of nursing students of regular scheme and

self-finance scheme students.

Research related to predictors of academic performance in nursing education

has been done in United States, United Kingdom (UK), Canada and

Australia. Predictor variables identified in various studies are not consistent;

for instance, some studies have identified younger age as a significant

predictor of success and others considered older age a significant predictor.

Besides, there are some research studies, which revealed age as a totally

insignificant variable. Few studies have found gender as a significant

predictor of performance, however, preadmission academic performance

was found to be a good predictor of performance by many researchers.

"While a large number of comparative studies have been done to find an

accurate predictor of success, few have proved reliable over time. No one

factor alone can accurately predict individual passing".

While each study that has been conducted has provided data to support the

ability to predict success by considering several factors, educators must use

caution when viewing the results exclusively.

Though research has been conducted to identify predictors of academic

performance in medical and dental education in Pakistan, no attempt has

been made to study the predictors of performance in nursing education. This

study was conducted to fill this gap and to explore the predictors of

academic performance of the students regular scheme and self-finance

scheme of Basic Nursing Diploma Programme in School of Nursing Sir C-J

Institute Of Psychiatry Hyderabad, Sindh, Pakistan.

Nursing educators and institutions have an ethical obligation to ensure

academic standards that are reasonable and fair, yet effective indicators of

students' success. When an educational institution issues a diploma to one of

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its students, it is, in effect certifying the society that the student possesses all

the knowledge and skills that are required in his chosen discipline. To

remain competitive and accountable, it is imperative for nursing

programmes to have efficient and reliable admission criteria. Quantitative

data and research-based facts are essential for the development, revision and

modification of the admission criteria to guide nursing educators to identify

and select those students who will successfully complete the nursing

Programme. It also helps in minimizing the wastage of human and material

resources that occur due to student failure and attrition.

Admission in a nursing Programme is the first step for entering in the

nursing profession. Identifying and recruiting students who are most likely

to succeed in the nursing Programme is an important role of the admission

criteria. An effective admission criterion not only helps in selecting the

appropriate candidates, but also helps in identifying students who are at a

risk of failure. Furthermore, knowledge about predictors of academic

performance helps in developing strategies to facilitate students' success in

the nursing education Programmes and licensing examination. This study

sought to investigate the predictive ability of admission criteria in relation to

the subsequent academic performance of the students regular scheme and

self-finance scheme of general nursing diploma Programme in School of

Nursing Sir C-J Institute Of Psychiatry Hyderabad, Sindh, Pakistan.

1.2. Purpose of studyThe general purpose of the current study is to explore the causes in

academic performance of the students regular scheme and self-

finance scheme of general nursing diploma Programme at School of

Nursing Sir C-J Institute Of Psychiatry Hyderabad, Sindh, Pakistan.

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1. 3. Hypothesis

Hypothesis # 01:The academic performance of the regular scheme nursing students is

better than self-finance scheme nursing students of general nursing

diploma Programme at School of Nursing Sir C-J Institute Of

Psychiatry Hyderabad, Sindh, Pakistan.

Hypothesis # 02:

The academic performance of the nursing student of regular scheme is

not better than self-finance scheme nursing students of general

nursing diploma Programme at School of Nursing Sir C-J Institute Of

Psychiatry Hyderabad, Sindh, Pakistan.

1.4 Objectives:

At the end of this study I will be able to:

Determine the level of academic performance of regular scheme

nursing students of 2nd year.

Determine the level of academic performance of self finance scheme

nursing students of 2nd year.

Identify the factors that effects on the academic performance of

regular scheme and self finance scheme students.

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CHAPTER # 2

LITERATURE REVIEW

A good school facility supports the educational enterprise. Research

has shown that clean air, good light, and a small, quiet, comfortable, and

safe learning environment are important for academic achievement (see, for

example, Cash 1993, Earthman and Lemasters 1996, Lemasters 1997,

Lackney 1999, Cotton 2001, Schneider 2002)1. While factors such as student

socioeconomic status and parental involvement are among the most

important predictors of student academic performance, the condition,

adequacy and management of a school building are directly under the

control of the school district and statehence improving school facilities

offers a feasible opportunity for improving academic performance2.

Highly able students were much more likely to get involved academically, to

participate in honors programs, to get high grades, to complete college, to

graduate with honors, and to go to graduate or professional school. Older

students were more likely to interact with faculty, to get involved

academically, and to participate in honors programs. Older students got

better grades and were more likely to graduate with honors (Astin, 1977)4.

Students with high intellectual self-esteem were likely to become involved

in honors programs and get high grades, but they were less likely to study

long hours or devote considerable energy to academic pursuits (Astin,

1977)4.

According to Pintrich (1995), self-regulated learners are students who

attempt to control their performance, motivation and emotion, and ability to

acquire knowledge. Self regulated learners set a goal they are attempting to

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accomplish. This goal provides the standard by which students can monitor

and judge their own performance and then make the appropriate

modification. Self-regulated learning involves the active management of

resources students have such as their time, where they study, and their use of

other students and faculty. Self-regulation of motivation and affect involves

managing and changing motivational beliefs to adapt to the demands of a

course. In addition, students can learn how to control their feelings (such as

anxiety) in ways that help their learning. Self regulation of cognition

involves the management of various learning strategies, such as deep

processing strategies that result in better learning and academic

achievement3.

The relationship between diet and academic performance is often stated;

however, few studies have examined the effects of diet quality on academic

performance. Studies of nutrition and academic performance have typically

focused on hunger, malnutrition, and micronutrient deficiency.

Undernourished children have been shown to have decreased attendance,

attention, and academic performance as well as experience more health

problems compared to well-nourished children. More recently, studies have

examined the impact of breakfast on cognition, behavior, and academic

performance of school-age children. This research suggests some positive

effect of breakfast on performance of specific cognitive tasks. However,

gaps exist in the literature examining the long-term effects of breakfast on

school performance and how the observed effects of breakfast on cognition

are modified by age, sex, and nutritional status. The single study not

restricted to breakfast demonstrated a positive association between the

consumption of regular meals and school performance 1, 7.

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Nursing students need an extensive knowledge of biological and physical

science concepts for safe, competent clinical practice (Casey, 1996).

However, nursing students frequently have difficulties with content in

science courses (Clancy, McVicar, & Bird, 2000). The difficulties have been

attributed to several factors in nursing education. Nursing curriculum

changes in the past few decades has led to a decline in emphasis in science

content (Wynne, Brand, & Smith, 1997). Science course content generates a

great deal of anxiety for nursing students (Nicoll & Butler, 1996). Nurses

traditionally have not perceived a need for an in-depth scientific knowledge

base (Trnobranski, 1993). These problems with science courses decrease

motivation and the ability to effectively use learning strategies in science

courses (Andrew & Vialle, 1998) 5, 6.

Several external factors have amplified the difficulties for nursing students

in science course content. Lack of science background in nursing instructors

has contributed to the perception that science content is not important in

their practice (Courtenay, 1991)2. Conversely, lack of nursing background

from science instructors has been attributed to student perceptions that

content was more in-depth than needed for their clinical performance

(Clarke, 1995; Nicoll & Butler, 1996). Performance in science courses at the

graduate level is further complicated by nursing students having time

management difficulties when entering graduate school due to

responsibilities with balancing work, family (often including children living

at home) and school demands (Spratley, Johnson, Sochalski, Fritz, &

Spencer, 2000)10.

The use of self-regulation learning techniques has been successful in other

disciplines in improving course outcomes (Pekrun et al., 2002). Self-

regulation techniques have been suggested to improve nursing student

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outcomes in science courses (Andrew & Vialle, 1998). No studies have been

completed to test the outcomes of self regulated learning techniques for

nursing students in science courses8.

Nursing students living on the nursing floor will benefit academically by

utilizing tutoring services in the residence hall by a Learning Community

Peer Advocate (LCPA) tutors. Nursing students who utilize this service will

show greater academic progress per semester than nursing students not

utilizing these services9.

Lofmark, Smide & Wikblad (2006) studied perceptions of clinical

competence of new graduate nurses both from the experienced nurses and

nursing graduates perspectives. The study was conducted in Sweden with

106 nursing students from a variety of academic programs and 136

registered nurses with more than 5 years experience. Each subject completed

a questionnaire to determine competence defined as learning outcomes and

the ability to perform nursing care of the new graduate nurse. The results of

the study indicated that new graduate nurses had statistically significant

stronger ratings of their competence and clinical abilities than the

experienced nurses had of the new graduate nurses competence and clinical

abilities. This study did not include specific measures of clinical competence

in nursing care, only perceptions of competence. However, the findings are

important in terms of understanding students ability to accurately measure

or gauge their own clinical competency (Lofmark, Smide & Wikblad, 2006).

The following study attempted to explore this concept 11.

Academic engagement, also known as student engagement, academic

learning time or academic involvement, is increasingly being recognised as

an important determinant of quality in higher education (Australian Council

for Educational Research 2008). This active student involvement and

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different, Houltram recommended that previous academic performance be,

used in student selection. Houltram also recommended that future research

be conducted to explore the effectiveness of tutorial services16.

Brennan, Best, and Small (4) tracked the academic performance of students

from high school to prerequisite university courses to nursing school. They

found that students who fell behind in the first two years of nursing school

had significantly lower mean high school and prerequisite course grades.

Like Houltram, these researchers also suggested that counseling be made

available16.

Another study examined the correlation between age and entry qualifications

on the academic performance of nursing students. Kevern, Ricketts, and

Webb used a longitudinal sample approach to follow nursing students

throughout a diploma program.

Academic competence is associated with students' ability to manage their

study load and is used to assess if students are able to manage the study

material in the curriculum. It also provides an indication of whether the

curriculum is interesting enough for students to enjoy their classes.

Academic competence has been shown to affect students' academic

performance and a student with better academic competence would probably

have better academic performance. In this study academic competency is

defined as the proficiency of nursing students with respect to the content

taught during courses over the past academic year and their ability to

understand the course material14, 17.

Another factor is associated with nursing students academic performance is

test competence, which reflects how students cope with the amount of study

material for examinations. It refers to difficulties associated with managing

the amount of study material for an examination and in preparing for them.

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Test competency is operationally defined as student's ability to manage and

cope with the amount of study material for examinations and/or tests19.

Academic performance in the nursing students body is generally

acknowledged to refer to age, gender, urban or rural place of residence,

socioeconomic status, and ethnicity. However, academic performance also

needs to take into account less obvious characteristics, such as a family

educational background, attitudes of the student, and wider community

expectations of a university education (Horner, 2000). Academic variables

fail to fully explain all of the factors affecting student progress in nursing

education (Horner, 2000). The literature identifies a number of relevant

factors including, age, family and child care responsibilities, financial

pressure, previous academic performance, employment while a student, self-

efficacy and emotional distress of balancing the demands of combining

family, work and study (Aber & Arathuzuik, 1996; Houltman, 1996;

O'Connor & Bevil, 1996; Pascoe, McClelland et al., 1997; Jeffreys, 1998;

White, Williams et al., 1999; Kinsella, Williams et al., 1999). Student

dropout, wastage or attrition is understood to mean abandoning a course of

study before completion (Freeman & Byrne, 1976). However, not all forms

of student departure deserve a negative connotation as a student may leave

to transfer to another nursing institution or may leave due to a change in

personal circumstances but still have good standing as a student. Noel et al.,

(1987), defines the term as meaning departure from the course of study

where an individual possessing sufficient skill, competence and commitment

fails to achieve reasonable education goals consistent with those of the

course/ institution. In other words, the nursing student is required to leave

due to a failure to meet course requirements. Attrition rates of less than 30%

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are considered by most universities to be an acceptable outcome (Pascoe et

al., 1997) 19, 21, 23.

Some factors have been identified as more significant for nursing students.

Family and childcare responsibilities are relevant in light of the fact that

most nursing students are female. Similarly, emotional distress from

balancing multiple responsibilities is also more relevant. The nature of the

role of the nurse including nursing work (things you do as a nurse), personal

responses to illness and the health care environment may also influence

some students (Horner, 2000) 20.

Houltman (1996) explored the relationship between entry age, entry mode

and academic performance on a Project 2000 common foundation

programme, at a school of nursing and midwifery in England. It would

appear that entry scores, whether school leavers or mature-age entry, are not

as predictive of successful outcomes as might have been thought. However,

the age of the student did exert considerable influence on academic

performance. Broadly speaking, the results of the study indicated that the

performance of mature-age students was above average. Among the 17-21

group, while the conventionally qualified (school leaver with equivalent

TER score) performed about average, the unqualified group (with mature

entry equivalent test result) performed least well of all groups in the 17-21

age group, registering a high attrition rate of 27% as well as lowest overall

mean scores within the course (Horner, 2000) 22.

In the United States registered nurses are prepared in diploma and associate

diploma courses taken at community colleges. Four year preparation at

baccalaureate level is also available. In addition registered nurses who hold

an associate diploma can complete a baccalaureate degree in nursing24.

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Baccalaureate courses for registered nurses provide distance learning

opportunities, video conferences and blended web based courses as well as

on campus tuition. Many universities offer flexible scheduling of courses

between regular scheme and self finance nursing students, including

arrangements involving one day of full time attendance and/ or evening

courses. For registered nurses returning to the work place, no National

League for nursing examinations is required. Prior learning in associate

diploma and diploma courses in nursing is recognized. The Commission on

Collegiate Nursing Education nationally accredits all programs in regular

scheme and self finance nursing students. Initiated by the American

Association of Colleges of Nursing in 1999, CCNE began its accrediting

operations in 1998. CCNE is an autonomous accrediting process operated on

behalf of AACN25.

Accelerated Bachelor of Science and Master of Science programs are also

offered for registered nurses. Such programs are designed for nurses who

have already completed an associate degree or diploma in nursing. However,

these nurses are required to meet additional requirements for admission to

the Master of Science programs. At some universities, it is possible for

registered nurses to follow individualized programs of study to complete

core requirements for Bachelor of Science and Master of Science degrees.

Specialisms include family nurse practitioner, case management, psychiatric

nurse practitioner and nursing informatics28, 4.

The psychiatric nurse practitioner programs typically focus on working with

the mental health needs of individuals, families, and groups in inpatient and

community settings. In some States graduates of these programs are eligible

to apply for certification as psychiatric nurse practitioners, with full

prescriptive privileges.

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Prebble has argued that the review of diploma nursing programs in regular

and self finance scheme students academic performance recently

undertaken by the Nursing Council of New Zealand represents a missed

opportunity to address a number of the problems that have beset mental

health nursing (Prebble, 2001) 27. Comprehensive in regular and self finance

scheme students nursing programs in academic performance have operated

in New Zealand for over 25 years and throughout this time mental health

nurses have consistently questioned whether the programs meet the needs of

nurses preparing to work in the mental health sector. The main argument

academic performance has been that although the introduction of

comprehensive education initially benefited mental health nursing by

broadening its focus to include social, cultural, bio-medical and educational

knowledge, the overall mental health in regular and self finance scheme

nursing students component has always been inadequate - lacking specific

content and focus on mental health nursing. As a "distinct scope of practice",

mental health nursing requires "specialty undergraduate education" (Preble,

2001) 27. The KPMG report has attracted criticism from New Zealand mental

health nurses for effectively closing the door on the possibility of returning

to some form of direct entry mental health nursing education. Among other

things the report recommends that specific undergraduate mental health

competencies be removed from the curriculum and replaced by

comprehensive competencies, and that entry to the mental health in regular

and self finance scheme nursing students be via a post-registration (non-

award) program to be offered by health services (Prebble, 2001).

Technological and informational systems are evolving with such rapidity

that occupations challenged by these developments require the preparation,

by educational institutions, of learners who are capable of adapting to these

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changes. Students who engage in self-regulated learning may be those best

prepared to meet these challenges for the future29, 6.

Self-regulated in regular and self finance scheme nursing students are those

who are 'metacognitively, motivationally and behaviorally active

participants in their own learning process' (Zimmerman 1986) and self-

regulated students have been described as confident, autonomous, inquisitive

learners who employ metacognitive strategies to facilitate their learning

(Risemberg & Zimmerman 1992, Zimmerman & Martinez-Pons 1988) 33.

In the framework of a social cognitive theory, in order to be classified as a

self-regulated learner, a in regular and self finance scheme nursing students

must use 'specified strategies to achieve academic goals on the basis of self-

efficacy perceptions' (Zimmerman 1989). Self-efficacy relates to students'

self-perceptions of their ability to perform a task (Bandura 1986) 30.

Self-efficacy and learning strategies have been found to be associated with

academic performance (Pintrich & DeGroot 1990, Pintrich & Schrauben

1992, Chye et al. 1997). Students who are high achievers use more self-

regulated learning strategies than low achievers (Risemberg & Zimmerman

1992), although these strategies may vary among students (Zimmerman &

Martinez-Pons 1990, Ablard & Lipschultz 1998). Self-efficacy has been

found to be related to academic performance in in regular and self finance

scheme nursing students (Chacko & Huba 1991) and science (Andrew 1998)

courses in nursing programs31.

In the first year of a diploma program, apart from studying specifically

nursing courses (theory and clinical), nursing students may also study

courses adapted from other disciplines such as chemistry, physics, biology,

physiology, sociology and psychology. The merging of science (physics,

chemistry and bio-sciences) has been problematic in nursing programs and

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nursing students have consistently had difficulties with this area of their

programs irrespective of the type of course or institution conducting the

program. These difficulties are not uniquely Australian, but have also been

reported by researchers from the UK (see for example Akinsanaya &

Hayward 1980, or Trnobranski 1993, 1997) and the USA (Lenehan 1994)

32,11.

Students' perceptions of the relevance of science to nursing and students'

science background have been among in regular and self finance scheme

nursing students variables examined in relation to these difficulties.

Students' past science background has been found to be an unreliable

predictor of academic performance in nursing programs (Kershaw 1989,

Caon & Treagust 1992). Students judge the relevance of course content

according to their beliefs about the applicability of the material (Thornton

1997) and students' perceived beliefs about nursing courses have been found

to have a stronger influence on course outcomes than various learning

strategies (Trigwell & Prosser 1991). Curriculum changes or courses aimed

at reducing students' difficulties with the science content of the curriculum

have met with modest success (Gillies & Soars 1992, Nicoll & Butler 1996)

19, 22, 34.

An examination of nursing students' self-regulated learning may provide

insight into students' motivation, and academic behavior in science and

expand our knowledge of how and why some students are more successful at

science than others.

Defining Tutoring the terms tutor and mentor are frequently used

interchangeably because of their similar meanings and roles. The tutoring

services in this study were based on the open learning model of tutoring as

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described by Bailey. In this model, the role of the tutor shifts toward that of

facilitator. It includes counseling, guiding, and helping students.

Several studies have identified the multifaceted roles of a mentor to include

assessing, facilitating, role modeling, supporting, guiding, supervising,

assisting, befriending, advising, and counseling. These studies all emphasize

the need for role clarification between mentor and student. For the current

study, the tutor is defined as someone who provides support to students,

facilitates learning, and befriends, counsels, and advises students as needed.

Tutoring Programs After observing a one-year increase in nursing program

completion, from 64 percent to 70 percent, Sheffler investigated the

strategies used to improve students' academic success. These included

setting higher admission requirements, curriculum changes, and an intense

student advisement program in the first year of nursing school19.

In 1998, Jeffreys examined the relationship between the self-efficacy of

first-semester nontraditional nursing students (i.e., older than age 24,

commuters, and part-time students) and the effects of selected academic and

environmental variables on academic performance. Academic variables

included number of study hours, study skills, academic advising,

absenteeism, major, job certainty, and course availability. Environmental

variables included finances, hours of employment, outside encouragement,

family responsibilities, and opportunity to transfer. Using a student

perception appraisal survey, Jeffreys found that academic variables had a

strong positive correlation with academic success. Specifically, students

ranked personal study habits and faculty advisement as most likely to affect

their academic performance and retention. Conversely, students ranked

family responsibilities and family crisis (environmental variables) as the

most significant hindrance to their academic success and retention. Because

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academic support cannot fully compensate for weak environmental support,

this study concluded that students' perceived environmental variables are

stronger predictors of academic achievement and retention than academic

variables32.

Later, evaluating an enrichment program led by tutors, Jeffreys assessed the

influence on retention of academic outcomes, psychological outcomes, and

demographic, academic, and environmental variables. Academic outcomes

were measured by comparing the grades of students who attended the

enrichment program with those of nonparticipating students. Jeffreys

concluded that participants had higher passing rates in their coursework and

improved psychological outcomes compared to non-participants19, 16.

Jeffreys then studied whether students' perceptions of academic,

environmental, and social integration variables influenced retention after

they participated in the enrichment program. In a pretest, students reported

that the enrichment program was the most supportive component. In a

posttest, the enrichment program was second to faculty advisement.

Conceptual Framework for the Study Baileys concept of open learning

tutoring provided the conceptual framework tot this study. Bailey described

open learning as a method of increasing choice and control of the learner.

Tutoring is designed to address the adult learning barriers of undeveloped

study skills, lack of knowledge confirmation, lack of feedback, fear of

failure, and multiple roles10,12.

The tutor's role shifts in open learning to be less that of a teacher and more

that of a facilitator. Bailey describes three stages--preentry, in-course, and

exit--and four activity areas. The four activity areas described are locus of

control, learning method, context and media, and curriculum2, 5,8,21.

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According to Barber (1992), socio-economic status impacts parental efficacy

and aspirations, therefore indirectly influencing their siblings educational

future in nursing students. Doge (1994) states that economic hardships affect

nursing students academic achievement through the influences of family

processes because it can prevent parents from protecting children from risky

environments that can compromise successful development. If economic

hardships persist, children may be forced to part-time work in unhygienic

environmental conditions to support the needs of their family. "When time is

spent working, it displaces academic activities such as homework and

engagement in other school-related activities" (Abell, 1996). This

displacement results in a decreased interesting school, academic

performance and it lowers their personal academic aspirations. " nursing

students who are less able and have achieved at lower levels in the past are

more likely to work longer hours, and, in turn, their present achievement is

further negatively affected" (Russel 1994) 35.

Many studies have found social class to be the single most effective

predictor of achievement in nursing schools. As Robert James Parelius and

Ann Parker Parelius (1987) put it: "Whether we look at scores on

standardized ability or achievement tests, classroom grades, participation in

academic, involvement in extracurricular activities, number of years of

schooling completed or enrolment in or completion of college and

professional school, children from more socio-economically advantaged

homes outperform their less affluent peers" 34.

Aside from that fact, achievement is also affected by the experiences of the

teachers for their students. There is considerable evidence that teachers

expect less from lower class students, in terms of both academic

achievement and behavior, than they expect from others. Nursing Students

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respond to such expectations by underachieving and misbehaving. The

expectation of low achievement thus acts as a self-fulfilling prophecy:

students become what they are expected to become. Some studies show that

influents intellectual development is adversely affected if both parents work

during the first year of life, but it can be enhanced by mothers who work

outside the home thereafter. Therefore, many advocate more generous

maternity/paternity leave (Raymond, (1991). The conclusion is that early

childhood education is not a substitute for home care, but it can provide

children with experiences that go beyond those received at home (Ochiltree,

1994) 19.

Lower-class students live in a very different world from middle class

children to nursing schools. The homes of the poor tend to have fewer

books, newspapers, and magazines, and the parents have less education.

People with low incomes are less likely to read for entertainment; thus,

children in low-income homes are less likely to be encouraged to learn that

vital skill. Lower classes families are also larger and are more often headed

by only one adult.

Students in such families often receive less parental contact, guidance and

educational encouragement. Another factor is health: Poor children are

likely to be more undernourished than their middle class counterparts, and

they are sick more days a year (Leonard and Lisa, 1987:634-646). And

unhealthy children simply do not learn as well as healthy ones36.

More positively, the academic success of students from affluent homes

stems from the value their parents place on education. A number of surveys

have shown that students from wealthy families want more education than

students from poorer backgrounds. A part of this difference results from the

fact that middle class homes place a higher value on education and long-

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range planning. But some of it also reflects a realistic adjustment by poor

students to the fact that they have less chance of getting good education37.

The literature on these factors in sociology and psychology is fairly

extensive. The amount of cumulated research on the mechanisms, leading to

the transmission of economic status from parents to their students, such as

health and education, is even smaller. There is a large and growing body of

literature on decisions related to childrens and young peoples educational

choice and they observe rather limited intergenerational mobility in

educational attainment and earnings (Mickelson, 1990; Deater, 1996). Most

of the empirical literature on educational choice focuses on the estimation of

simple discrete choice models that may be interpreted as reduced form

human capital models, but which may also be given other interpretations e.g.

sociological. In addition to parental background, the quality of schools may

be important for educational and labour market outcomes for a survey. There

is an extensive body of literature on whether different measures of school

resources affect educational attainment and labour market outcomes. The

majority of the studies find no or only minor systematic effects of school

resources, whereas others find significant effects23.

School of nursing faculty must evaluate how their curricula prepare

graduates for the CAT version of the examination. Preparation for and test

taking strategies utilized for computer exams differ from those for paper-

and-pencil tests. Most schools of nursing still give paper-and pencil tests in

their courses; therefore, students are most familiar with taking paper-and-

pencil examinations. Faculty is beginning to utilize computer-assisted

instruction (CAI), which will familiarize students with the use of computers.

The following question can be raised, are a few required CAI programs

enough to produce maximal success on the exam? The differences between

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the two forms of tests may or may not be compensated for by the periodic

use of CAI in nursing courses. Prior to the computerized version of the

NCLEX-RN, nursing faculty utilized techniques such as timing exams and

phrasing questions in a similar manner to those on the NCLEX-RN to assist

in the preparation of graduates for state board exams. The literature does not

reveal that programs have modified their test questions and examination

techniques since 1994 to correlate with the CAT exam18.

This report is a literature review pertaining to the CAT version of the

NCLEX-RN. Research on the NCLEX-RN and other CAT examinations

was read. The literature that was reviewed can be grouped according to

three themes: predictors for success on the NCLEX-RN, preparation for the

NCLEX-RN, and information on other CAT examinations. The following

will present the research found under each of the three areas18.

Houltman (1996) explored the relationship between entry age, entry mode

and academic performance on a Project 2000 common foundation program,

at a school of nursing and midwifery in England. It would appear that entry

scores, whether school leavers or mature-age entry, are not as predictive of

successful outcomes as might have been thought. However, the age of the

student did exert considerable influence on academic performance. Broadly

speaking, the results of the study indicated that the performance of mature-

age students was above average. Among the 17-21 group, while the

conventionally qualified (school leaver with equivalent TER score)

performed about average, the unqualified group (with mature entry

equivalent test result) performed least well of all groups in the 17-21 age

group, registering a high attrition rate of 27% as well as lowest overall mean

scores within the course (Horner, 2000) 16.

22


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CHAPTER# 3

Methodology

3.1 Study designResearch design used in study was descriptive comparative study.

3.2 Setting:

Study was carried out at School of Nursing Sir C J Institute of

Psychiatry Hyderabad.

3.3 Duration of study:

Study completed in two and a half months duration, starting from

April 20, 2009 to July 04, 2009.

3.4 Sample size:

40 students of general nursing diploma Programme of 2nd year class.

3.5 Sampling design

There is only one Government nursing school (male) in Hyderabad

city, population was selected for sampling.

3.6 Instrument

The instrument used to access academic performance was

questionnaire.

23


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3.7 Data collection procedure:

The requisite data collected from the school of nursing sir C J institute

of psychiatry Hyderabad. The consent form was taken before

implementation of procedure. After that 40 participants (regular

scheme student: 20 and self finance scheme student: 20) were

selected.

3.8 Data analysis:

Descriptive characteristics studied:

For determining level of academic performance analyzed on

statistical package for the social sciences (SPSS) 16.0 version.

3. 9 Justification: The potential benefits of the study are as under

The study will point out the causes which decrease the academic

performance.

Findings of the study will be useful to the nursing regular scheme

and self finance scheme students for pre-caution.

To help the authority to improve the academic performance of

the students.

Finding of the study how much factors harmful to the students

academic performance.

Students will take better decision about their academic

performance.

3.10 Scope:

The scope of the study would be limited to the nursing students and

administration of school of nursing.

24


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26/71

Figure: 2 shows the age between 18-22 years in this age rang the regular

scheme students were 40% and self finance students were 22.5%, age

between 23-27 years in this age rang the regular scheme students were 10%

and self finance students were 17.5%, age between 28-32 years in this age

rang the regular scheme students were 0% and self finance students were

5%, age between 33 and above years in this age rang the regular scheme

students were 0% and self finance students were 5%.

26

Figure: 2

Age of participants

40%

10%

0% 0%

22.50%

17.50%

5% 5%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

18-22 yrs 23-27 yrs 28-32 yrs 33- above

regular

self finance


27/71

Figure: 3 shows the marital status of students, in which married students of

regular scheme were 5% and of self finance scheme were 12.5%, unmarried

students of regular scheme were 45% and of self finance scheme were

37.5%.

27

5%

12.50%

45%

37.50%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

Married Unmarried

Figure:3

Marital status

Regular scheme

self finance


28/71

Figure: 4 shows the locality of students, in which urban students of regular

scheme were 20% and of self finance scheme were 15%, rural students of

regular scheme were 30% and of self finance scheme were 35%.

28

Figure: 4

locality

20%

30%

15%

35%

0%

5%

10%

15%

20%

25%

30%

35%

40%

urban rural

Regular scheme

Self finance scheme


29/71

Figure: 5 shows the qualification of students, in which matriculation

students of regular scheme were 5% and of self finance scheme were 12.5%,

intermediate students of regular scheme were 40% and of self finance

scheme were 30%, bachelor degree students of regular scheme were 2.5%

and of self finance scheme were 5%, master degree students of regular

scheme were 2.5% and of self finance scheme were 2.5%.

29

Figure:5

Qualification

5%

40%

2.50% 2.50%

12.50%

30.00%

5%2.50%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

matric

ulatio

n

inter

mediat

e

bachelo

rdegree

master

degree

regular

self finance


30/71

Figure: 6 shows the socioeconomic status of students, in which middle

students of regular scheme were 5% and of self finance scheme were 42.5%,

lower class students of regular scheme were 30% and of self finance scheme

were 7.5%.

30

45%42.50%

5%7.50%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

middle class lower class

Figure: 6

Socioeconomic status

regular scheme

self finance


31/71

Figure: 7 shows the type of school where students passed the matriculation

and intermediate, in which students attended public school of regular scheme

were 45% and of self finance scheme were 27.5%, in which students

attended private school of regular scheme were 5% and of self finance

scheme were 22.5%.

31

45%

27.50%

5%

22.50%

0%

5%

10%

15%

20%

25%

30%

35%40%

45%

Public Private

Figure: 7

Type of school

Regular

Self finance


32/71

Figure: 8 shows the time lapse in admission of students, in which range of

lapse years between 0-4 yrs the students of regular scheme were 40% and of

self finance scheme were 22.5%, in which range of lapse years between 5-9

yrs the students of regular scheme were 10% and of self finance scheme

were 17.5%, in which range of lapse years between 10-14 yrs the students of

regular scheme were 0% and of self finance scheme were 10%.

32

40%

22.50%

10%

17.50%

0%

10%

0%

5%

10%

15%

20%

25%

30%

35%

40%

0-4yrs 5-9 yrs 10-14yrs

Figure: 8

Time lapse

Regular

Self finance


33/71

Figure: 9 shows the academic environment of students, in which most

students of regular scheme were 20% and of self finance scheme were5%,

more class students of regular scheme were 25% and of self finance scheme

were 37.5%, less class students of regular scheme were 5% and of self

finance scheme were 7.5%.

33

20%

5.00%

25%

37.50%

5%7.50%

0%

5%

10%

15%

20%

25%

30%

35%

40%

most more less

Figure: 9

Academic environment

regular scheme

self finance


34/71

Figure: 10 shows the academic facilities of students, in which library use

students of regular scheme were 22.50% and of self finance scheme were

42.5%, computer use students of regular scheme were 5% and of self finance

scheme were 0%, lecture hall students of regular scheme were 5% and of

self finance scheme were 2.5%, all of the above students of regular scheme

were 12.5% and of self finance scheme were 5%.

34

Figure: 10

Academic Facilities

22.50%

5% 5%

12.50%

42.50%

0%

2.50%5%

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

45.00%

library computer lecture hall all of the

above

regular

self finance


35/71

Figure: 11 shows the extra curricular activities of students, in which cricket

response students of regular scheme were 35% and of self finance scheme

were 35%, football students of regular scheme were 5% and of self finance

scheme were 5%, volleyball students of regular scheme were 2.5% and of

self finance scheme were 0%, non of the above students of regular scheme

were7.5% and of self finance scheme were 10%.

35

Figure: 11

Extra curricular activities

35%

5%

2.50%

7.50%

0%

10%

5%

35%

0%

5%

10%

15%

20%

25%

30%

35%

40%

cricket football wollyball non of

above

regular

self finance


36/71

Figure: 12 shows the students responses regarding teaching faculties, in

which yes response students of regular scheme were 47.5% and of self

finance scheme were 45%, no response of students of regular scheme were

2.5% and of self finance scheme were 5%.

36

Figure: 12

Teaching faculties

47.50%

2.50%5%

45%

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

45.00%

50.00%

yes no

regular

self finance


37/71

Figure: 13 shows the students responses regarding teaching faculties

according to need, in which yes response students of regular scheme were

37.5% and of self finance scheme were 20%, no response of students of

regular scheme were 12.5% and of self finance scheme were 30%.

37

Figure: 13

Teaching faculties according to need

37.50%

12.50%

20%

30%

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

yes no

regular

self finance


38/71

Figure: 14 shows the students responses relationship among students , in

which better response of students of regular scheme were 27.5% and of self

finance scheme were 10%, good response of students of regular scheme

were 12.5% and of self finance scheme were 30%, average response of

students of regular scheme were 10% and of self finance scheme were 10%.

38

Figure: 14

Relationship among collegues

27.50%

12.50%10%10%

30%

10%

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

better good average

regular

self finance


39/71

Figure: 15 shows the grades of students in matriculation, in which A1 grade

of students of regular scheme were 5% and of self finance scheme were 5%,

A grade of students of regular scheme were 22.5% and of self finance

scheme were 22.50%, B Grade of students of regular scheme were 22.5%

and of self finance scheme were 20%, not applicable of students of regular

scheme were 0% and of self finance scheme were 2.50%.

39

Figure: 15

Grades in matriculation

5%

0%

22.50%

22.50%

2.50%

5%

20%

22.50%

0%

5%

10%

15%

20%

25%

A1 A B Not

applicable

regular

self finance


40/71

Figure: 16 shows the grades of students in intermediate, in which A1 grade

of students of regular scheme were 2.5% and of self finance scheme were

5%, A grade of students of regular scheme were 12.5% and of self finance

scheme were 2.50%, B Grade of students of regular scheme were 25% and

of self finance scheme were 30%, C Grade of students of regular scheme

were 7.5% and of self finance scheme were 7.5%, not applicable of students

of regular scheme were 2.5% and of self finance scheme were 5%.

40

Figure: 16

Grades in Intermediate

12.50%

7.50%

2.50%2.50%

30%

25.00%

2.50%

5%

5%

7.50%

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

A1 A B C

Nota

pplic

able

regular

self finance


41/71

Figure: 17 shows the residential place of students, in which at hostel

residential of students of regular scheme were 25% and of self finance

scheme were 7.5%, at home resident of students of regular scheme were

15% and of self finance scheme were 20%, at home resident of students of

regular scheme were 0% and of self finance scheme were 2.5%, on a rent

resident of students of regular scheme were 10% and of self finance scheme

were 20%.

41

Figure: 17

where you stay?

25%

15%

0%

10%7.50%

20%

2.50%

20%

0%

5%

10%

15%

20%

25%

30%

hostel home hotel on a rent

regular

self finance


42/71

Figure: 18 shows the status of part time job of students, in which those

students have part job of regular scheme were 22.5% and of self finance

scheme were 35%, and those students who were not doing part job students

of regular scheme were 27.5% and of self finance scheme were 15%.

42

Figure: 18

Part time Job

22.50%

27.50%

35%

15%

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

yes no

regular

self finance


43/71

Figure: 19 shows the status of study time after school off of students, in

which those students were studying more than 4 hours of regular scheme

were 15% and of self finance scheme were 2.5%, those students were

studying more than 3 hours of regular scheme were 7.5% and of self finance

scheme were 15%, those students were studying more than 2 hours of

regular scheme were 20% and of self finance scheme were 17.5%, those

students were studying more than 1 hour of regular scheme were 7.5% and

of self finance scheme were 15%.

43

Figure: 19

study time after school off

15%

7.50%

20%

7.50%

2.50%

15%

17.50%

15%

0%

5%

10%

15%

20%

25%

more than 4

hrs

more than 3

hrs

more than 2

hrs

more than 1

hr

regular

self finance


44/71

Figure: 20 shows the status of students those were using internet facilities, in

which those students were using of regular scheme were 12.5% and of self

finance scheme were 20%, those students were not using of regular scheme

were 37.5% and of self finance scheme were 30%.

44

Figure: 20

using internet facilities

12.50%

37.50%

20%

30%

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

yes No

regular

self finance


45/71

Figure: 21 shows the status of students those were using concerned books, in

which those students were using of regular scheme were 35% and of self

finance scheme were 40%, those students were not using of regular scheme

were 15% and of self finance scheme were 10%.

45

Figure: 21

using concerned books

35%

15%

40%

10%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

yes No

regular

self finance


46/71

Figure: 22 shows the status of appearance in class tests of students those

were appeared in class tests, in which those students were appeared over

80% of regular scheme were 10% and of self finance scheme were 10%,

those students were appeared over 70% of regular scheme were 20% and of

self finance scheme were 20%, those students were appeared over 60% of

regular scheme were 20% and of self finance scheme were 17.5%, those

students were appeared below 50% of regular scheme were 0% and of self

finance scheme were 2.5%.

46

Figure: 22

Appearance in class tests

20%

0.00%

20%

10%

3%

17.50%

20%

10%

0%

5%

10%

15%

20%

25%

over 80% over 70% over 60% below 50%

regular

self finance


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Figure: 23 shows the status of result in first year nursing examination of

students, in which those students had got 1st division of regular scheme were

22.5% and of self finance scheme were 12.5%, those students had got 2nd

division of regular scheme were 20% and of self finance scheme were

32.5%, those students had got 3rd division of regular scheme were 5% and

of self finance scheme were 2.5%, those students hadnt got any division of

regular scheme were 2.5% and of self finance scheme were 2.5%.

47

Figure: 23

Result of 1st Year Nursing Examination

22.50%

20.00%

12.50%

32.50%

2.50%

2.50%5%

2.50%

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

1stD

ivisio

n

2ndDi

vision

3rdDi

vision

Nota

pplic

able

regular

self finance


48/71

Figure: 24 shows the status of class lecture attendance of students, in which

those students who attended classes between 50-60% of regular scheme

were 7.5% and of self finance scheme were 10%, those students who

attended classes between 60-70% of regular scheme were 15% and of self

finance scheme were 12.5%, those students who attended classes between

70-80% of regular scheme were 17.5% and of self finance scheme were

12.5%, those students who attended classes between 80-90% of regular

scheme were 10% and of self finance scheme were 15%.

48

7.50%

10.00%

15%

12.50%

17.50%

12.50%

10.00%

15.00%

0.00%

2.00%

4.00%

6.00%

8.00%

10.00%

12.00%

14.00%

16.00%

18.00%

50-60 60-70 70-80 80-90

Figure: 24

class lecture attendance

Regular

self finance


49/71

Figure: 25 shows the status of teaching methodology was used, the lecture

method was used, the students response of regular scheme were 47.5% and

of self finance scheme were 40%, the discussion method was used, the

students response of regular scheme were 2.5% and of self finance scheme

were 2.5%, the video taps method was used, the students response of regular

scheme were 0% and of self finance scheme were 2.5%, the role play

method was used , the students response of regular scheme were0% and of

self finance scheme were 2.5%, the all of the methods were used , the

students response of regular scheme were0% and of self finance scheme

were 2.5%.

49

Figure: 25

Teching methodlogy used

47.50%

2.50% 2.50% 2.50% 2.50%0.00%0.00%0.00%

2.50%

40%

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%35.00%

40.00%

45.00%

50.00%

lecture

discussio

n

video

taps

role

playin

g

allo

fthe

above

regular

self finance


50/71

Figure: 26 shows the status of teaching methodology do you like, in which

the students response regarding lecture method , the students response of

regular scheme were 20% and of self finance scheme were 20%, the students

response regarding discussion method like, the students response of regular

scheme were 12.5% and of self finance scheme were 17.5%, the students

response regarding video tap like, the students response of regular scheme

were 2.5% and of self finance scheme were 2.5%, the students response

regarding role play, the students response of regular scheme were 5% and of

self finance scheme were 5%, the all of the methods they were like , the

students response of regular scheme were 10% and of self finance scheme

were 5%.

50

Figure: 26

Teching methodlogy do you like

20%

12.50%

2.50%

10.00%

17.50%

5%5.00%

2.50%

5.00%

20%

0%

5%

10%

15%

20%

25%

lecture

discussio

n

video

taps

role

playin

g

allo

fthe

above

regular

self finance


51/71

Figure: 27 shows the status of students regulatory and punctuality, in which

the students said we were regular and punctual, the students response of

regular scheme were 37.5% and of self finance scheme were 40%, in which

the students said we were not regular and punctual, the students response of

regular scheme were 12.5% and of self finance scheme were 10%,

51

Figure: 27

Regular and punctual in studies

37.50%

12.50%

40%

10.00%

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

45.00%

yes No

Regular

self finance


52/71

Figure: 28 shows the status of class test score, in which test score of students

between 90-100% of regular scheme were 20% and of self finance were 0%,

the test score between 80-90% of regular scheme were 10% and of self

finance were 5%, the test score between 70-80% of regular scheme were

12.5% and of self finance were 15%, the test score between 60-70% of

regular scheme were 2.5% and of self finance were 17.5%, the test score

between 50-60% of regular scheme were 5% and of self finance were 10%,

the test score below 50% of regular scheme were 0% and of self finance

were 2.5%.

52

Figure: 28

Class test score

20.00%

10.00%

12.50%

2.50%

5.00%

0.00%0%

5.00%

15.00% 17.50%

10.00%

2.50%

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

90-

100%

80-

90%

70-

80%

60-

70%

50-

60%

below

50%

regular

self finance


53/71

CHAPTER: 5

Discussion

According to this study finding, the students of general nursing diploma

Programme 2nd year of regular scheme and self finance scheme student were

predominately unmarried young male of 18-27 years of age. This finding

reflects the usual composition of pre-licensing nursing educational

Programmes of any country (Figure: 3). the proportion of regular scheme

and self finance scheme students from urban and rural areas were almost

equal (figure: 4).

Majority of the students of regular scheme and self finance scheme (Total:

n-28: 70 % (Regular: 40% and self: 30%) were entered in basic nursing

diploma Programme after completing intermediate, where as only

n-7(17.5%) (Regular-5% and self- 12.5%) students the Programme after

matriculation and only 2 (5%) students entered the Programme after

bachelor degree and master degree respectively (Figure: 5).

Consistent of previous studies, entry qualification and previous academic

performance was not found significantly related to the academic

performance of the regular scheme and self finance scheme students in the

basic nursing diploma Programme 2nd year. 08, 11 the study can support the

notion that past academic performance could predict future academic

performance of the students.

The relationship between type of school and academic performance of the

students was significant (P


54/71

students result was not better than the private schools student of regular

scheme and self finance scheme students(Figure: 7).

Another significant finding (P< 0.034) was Majority of the students (n-25:

62.5%)(regular: 40% and self finance: 22.5% ) entered in basic nursing

diploma Programme after a gap of 0-4 years (time lapse 0 means no gap

between last qualification and admission in basic nursing diploma

Programme)(Figure: 8) .

The significant finding (P< 0.025) was in the relationship between shortage

of teaching faculty(effects on the completion of course content) and the

academic performance of regular scheme and self finance scheme student.

Partial completed course could affect the academic performance of students.

The course of regular scheme was not completed but the academic

performance of regular scheme students was better than self finance scheme

students due to help and guideline and self study, because majority were

lived in hostel. Majority of course was completed due to availability of

faculty but the academic performance of self finance scheme students was

not better than regular scheme students. The all faculty of regular scheme

students were higher from different institutions but their academic

performance was not good (Figure: 11)

The relationship among colleagues and academic performance of regular

scheme and self finance scheme students was significant (P


55/71

student was not good due to they were lived in different areas and at

different places, so they couldnt discuss during or before examination and

class tests preparation. Thats why the results of regular scheme were better

than self finance scheme students (Figure: 12).

Class test showed the highly significant difference (0.01) between the

academic performance of regular scheme and self finance scheme students,

according this test the academic performance of regular scheme student was

better than the self finance scheme students (Figure: 28).

Based on this analysis it can be stated that entry qualification, previous

academic performance, school type, time lapse, shortage of teaching faculty,

relationship among colleagues and class test score of the regular scheme and

self finance scheme students in the general nursing diploma Programme.

55


56/71

CHAPTER # 06

Conclusions

6.1 Summary

The support and commitment of the administration; and if they take

steps to balance the demand for services with existing resources by

reviewing priorities, establishing appropriate limits, employing

innovative strategies, and practicing good self-care can increase the a

academic performance of the students. The need for counselors has

never been greater. They will continue to play an important role in

supporting the mission of higher education institutions by providing

counseling for students who are experiencing problems and assisting

them in achieving their educational and personal goals. There were

difference in academic performance of regular scheme and self

finance scheme students. The research showed the time lapse, school

type, faculty availability according to need, relationship among

colleagues, class test score were significant. In the end the academic

performance of regular were better than the self finance scheme

students of nursing 2nd year. The study concluded that the

academic performance of the regular scheme nursing

students is better than the self finance scheme nursing

students in the general nursing diploma Programme 2nd

year. My first hypothesis is proved that the academic

performance of the regular scheme nursing students is better than self-

finance scheme nursing students of general nursing diploma

Programme 2nd year by observing the results of regular scheme

56


57/71

students with results of self finance scheme students. The second

hypothesis is not proved due the academic performance of self finance

scheme students is not better than regular scheme students

performance. Because: time lapse, type of school, incompletion of

course, relationship among colleagues.

6.2 Suggestion

Further research is warranted to identify the factors

responsible for remaining amount of variance in the

academic performance, as a large amount of variancein the academic performance of the students remained

unexplainable. Research needs to be conducted to

explore the factors responsible for the difference in

academic performance of the regular scheme and self

finance scheme students in the schools of nursing.

Research studies should also be conducted to identify

the reasons of student failure and attrition. The effect

of critical thinking abilities, time management, financial

status, family and work responsibilities, and social

issues on success needs to be examined. The study

also recommends considering certain other factors such

as motivation towards nursing, aptitude tests during

the admission process, as these factors could affect the

regular scheme and self finance scheme students'

academic performance.

57


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6.3 Limitation

This study was conducted in school of nursing sir C J

institute of psychiatry Hyderabad. Generalization of the

study is limited to the school of nursing sir C J institute

of psychiatry Hyderabad.

6.4 Conclusion

The study concluded that the academic performance of

the regular scheme nursing students is better than theself finance scheme nursing students in the general

nursing diploma Programme 2nd year. My first

hypothesis is proved. Therefore, it is appropriate to

consider these variables in the admission and selection

of the nursing students.

58


59/71

REFERENCES

1. Ali PA, Admission criteria and subsequent academic performance of

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58:128-131.

2. Ali PA, Gavino M, Memon AA. Predictors of academic performance

in the first year of basic nursing diploma programme in Sindh,

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3. Ostrye ME. Predicting NCLEX-PN performance for practical nursing

students. Nurse Educ 2006; 26:170-4.

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5. Wilson T. A study selection method and predictors of success in agraduate nursing program. J Nurs Educ 1999; 38:183-7.

6. Platt LS, Turocy PS, McGlumphy BE. Preadmission Criteria as

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Other Allied Health Educational Programs. J Athl Train 2001; 36:

141-4.

7. Confer AW, Turnwald GH, Wallenberg DE. Correlation of objective

and subjective admission criteria with first year academic

performance. J Veterin Med Educ 1995; 20: 1-6.

8. Rahbar MH, Vellani C, Sajan F, Zaidi AA, Akberali L. Predictability

of medical students' performance at the Aga Khan University from

admission test scores, interview ratings and system of education. Med

Educ 2001; 35: 374-80.

9. Beeson SA, Kissling G. Predicting success for baccalaureate

graduates on the NCLEX-RN. J Prof Nurs 2001; 17: 121-7.

10.Gallagher PA, Bomba C, Crane LR. Predicting an admission

examination to predict student success in an ADN program. Nurse

Educ 2001; 26: 132-5. 10. Ofori R, Charlton JP. A path model of

factors influencing the academic performance of nursing students. J

Adv Nurs 2002; 38: 505-17.

11.Houltram B. Entry age, entry mode and academic performance on a

Project 2000common foundation programme. J Adv Nurs 1996; 23:

1089-97.

12.Hall DB. Non-intellective factors as predictors of academic

performance of associate degree nursing students in an inner city

college-research abstract. ABNF Journal 2003; 14: 124.

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33-7.

14.Alexander JE Sr, Brophy GH. A five year study of graduates'

performance on NCLEX-RN. J Nursing Educ 1997; 36: 443-5.

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15.Lewis C, Lewis JH. Predicting academic success of transfer nursing

students. J Nursing Educ 2000; 39: 234-6.

16. Barr M B. Interdisciplinary research: Predicting academic success in

the nursing program 2000. [online] [Cited March 31, 2004]. Available

from: URL: http\\www.drury.edu/ess/ irconf/Jbarr.html

17.Wharrad HJ, Chapple M, Price N. Predictors of academic success in a

Bachelor of Nursing course. Nurse Educ Today 2003; 23:246-54.

18.McClelland E, Yang JC, Glick OJ. A statewide study of academic

variables affecting performance of baccalaureate nursing graduates on

licensure examination. J Prof Nurs 1992; 8: 342-50.

19.Kevern J, Ricketts C. Webb C. Pre-registration diploma students: a

quantitative study of entry characteristics and course outcomes. J Adv

Nurse 1999; 30: 785-95.

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predictors of student nurses' performance in biological, social and

behavioural sciences in nursing assessments. Nurse Educ Today,

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baccalaureate nursing program: academic indicators. Can J Nursing

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the comprehension of stories by deaf students in Zimbabwe:

Implications for classroom communication and academic

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26. Dominick, J.R. (1999). The dynamics of mass communication. New

York: McGraw-Hill.

27. Doyle, T. (2003). Evaluating teacher effectiveness. Center for

Teaching & Learning Ferris State University.

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APPENDIX- I

School of Nursing Sir C J Institute of Psychiatry Hyderabad

Consent Form

Name: _______________________________ Age: __________________

1. The procedure includes responding to do questionnaire.

2. The participants in this study take approximately 40 minutes.

3. Your participation in this project is entirely voluntary and there will

be no negative consequences if you refuse to participate in it,

withdraw from it, or refuse to answer certain questions.

4. The study data will be coded so it will not be linked to your name.

5. Your identification will not be revealed while the study is being

conducted or when the study is reported to publish.

6. The study data will be placed in secure place and not shared without

your permission.

Having understood the above information and after being given an

opportunity to have my questions answered, I agree to participate in this

study.

Signature of Participant______________________

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Date______________

I have explained this study to above subject and have sought its

understanding for informed consent.

Investigators Signature__________________

Date_______________

APPENDIX II

SCHOOL OF NURSING

SIR C J INSTITUTE OF PSYCHIATRY HYDERABAD

Title: A Comparative Study on the Academic Performance of Regular

Scheme and Self Finance Nursing Students of 2nd Year

QUESTIONNAIRE

Instruction: Please answer the following questions as sincerely and as

honestly as possible. Tick mark () the relevant option that reflects your

opinion.

A. Students Background

1. Name: __________________________

2. Age:

a. 18-22 Years

b. 23-27 Yearsc. 28-32 Years

d. 33 Years and above

3. Marital Status:

a. Married

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b. Unmarried

c. Divorced

d. Widow

4. Locality:a. Urban

b. Rural

5. Selection/admission Status

a. Regular Scheme

b. Self Finance Scheme

6. Qualification

a. Matriculation

b. Intermediate

c. Bachelor Degree

d. Master Degree

e. Another (Please State)____________________

7. Socioeconomic status:

a. Rich.

b. Middle class

c. Lower class

d. Poor

8. Types of previous school / college:

a. Publicb. Private

9. Time lapse (in years):

a. 0-4

b. 5-9

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c. 10-14

d. 15-19

B. Perception/Evaluation of Students Regarding Academic

Performance

1. Are you satisfied with the academic environment (in which you are

studying) of your school?

a. Most

b. More

c. Less

d. Not satisfied

2. Academic facilities are available in your Institute:

a. Library

b. Computer Lab

c. Demonstration Room

d. Lecture Hall

e. Audio Video Aids

f. All of the Above

g. Non of the Above

3. Have you some extra curricular activities if yes?a. Cricket

b. Football

c. Wollyball

d. Table Tennis

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e. All of the Above

f. Non of the Above

g. Another (please state)_________________________

4. Teaching faculties are availaable :a. Yes

b. No

5. Teaching faculties are availaable according to need :

a. Yes

b. No

6. Do you feel any difficulties during your academic period?

a. Shortage of books in library

b. Shortage of faculty in school

c. Incomplete delivery of lectures

d. Shortage of Audio Video Aids

e. All of the above

f. Non of the above

7. How is your relationship among your colleagues?

a. Better

b. Good

c. Average

d. Below average

e. Non of the above

8. In which grade you have passed your Matriculation examination?a. A1 Grade

b. A Grade

c. B Grade

d. C Grade

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e. Not applicabble

9. In which grade you have passed your Intermediate examination?

a. A1 Grade

b. A Gradec. B Grade

d. C Grade

e. Not applicabble

10.Where do you stay?

a. Hostel

b. Home

c. Hotel

d. On Rent

11.Have you any part time of job?

a. Yes

b. No

12.How much time do you give to study after school time?

a. More than 4 hours

b. More than 3 hours

c. More than 2 hours

d. More than 1 hour

13.Using internet facilities :

a. Yes

b. No14.Using concerned referral Book:

a. Yes

b. No

15.How many percent you are appeared in your all class tests?

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a. Over 80%

b. Over 70%

c. Over 60%

d. Below 50%?

16.What is your division in your first year nursing examination?

a. 1st Division

b. 2nd Division

c. 3rd Division

d. Not applicable

17.What is the %age of lecture attendance of last year?

a. 50% - 60%

b. 60% - 70%

c. 70% - 80%

d. 80% - 90%

e. 90% and above

18.Which teaching method is used?

a. Lecture

b. Discussion

c. Videotapes

d. Role playing

e. Case studiesf. All of the above

g. Any other (please state)________________________

19.Which teaching method do you like?

a. Lecture

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b. Discussion

c. Videotapes

d. Role playing

e. Case studiesf. All of the above

g. Any other (please state)________________________

20.Are you regular and punctual in your studies?

a. Yes

b. No

21.Have you any problem which is affecting your studies such as?

a. Economically

b. Socially

c. Domestically

d. Communication barrier

e. Non of the above

22.Class Test score

a. 90-100%

b. 80-90%

c. 70-80%

d. 60-70%

e. 50-60%

f. below 50%

bheru lal project

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