Date of Award
2004
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
Diane E. Bryant
Committee Member
Nancy F. Gadbow
Committee Member
Barbara Packer
Keywords
active learning, adult learning, attrition, computer-assisted instruction, critical thinking, examination preparation, focus groups, higher education, learning styles, mentoring, nursing education, nursing faculty, nursing students, student attrition, study habits, stress management, Tennessee State University, test-taking strategies, time management skills
Abstract
The nursing students’ attrition rate and the nursing course examination failures at Tennessee State University were the foci of the problem that was investigated in this research project. The purpose of this applied research project was to develop a mentoring program for nursing students at Tennessee State University with plans for implementation and evaluation.
The methodologies used in this study were research, development, and evaluation to determine their needs in order. The procedures included a thorough review of the literature. The formative and summative committees provided input at all stages of the research and the development of the program. An assessment questionnaire was developed and administered to nursing students to determine what they needed in order to pass nursing course examinations. Focus groups were conducted with the nursing students and nursing faculty members. A plan of implementation was developed. It included more practice examinations, mentors with current knowledge, effective test-taking strategies, improvement of students’ study habits, increase in student usage of the computer center, and sample tests reflecting critical thinking.
An analysis of the data revealed that students needed more practice examination associated with critical thinking, time management skills, stress management skills, better study habits, and a better understanding of some of terminology used in course lectures and on course examinations. Other results included a need for consistency in teaching approaches, blueprints that match course examinations, the need to work fewer hours, and mentors with current and greater knowledge in the subject matter with which a student may need assistance.