Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith, NSW 2751, Australia.
Western Sydney University, School of Nursing and Midwifery, Centre for Applied Nursing Research, Ingham Institute for Applied Medical Research, Locked Bag 1797, Penrith, NSW 2751, Australia.
Nurse Educ Today. 2018 Oct;69:1-7. doi: 10.1016/j.nedt.2018.06.026. Epub 2018 Jun 30.
The increased use of blended learning approaches in undergraduate nursing programs has resulted in reduced on-campus contact with academic staff and other students.
To explore student's experiences of a Drop-In-Support-Centre and assess the impact of attendance on academic performance.
Concurrent mixed-methods.
A large metropolitan, multi-campus university in Sydney, Australia.
Undergraduate nursing students enrolled in a 3-year Bachelor of Nursing program.
In March 2016, to support students' learning, a weekly Drop-In-Support-Centre (DISC) initiative was piloted. The DISC provided an informal, learning space one day a week for students to access academic support. Baseline quantitative data was extracted from the University administrative dataset with a 12-month follow-up Grade Point Average (GPA) in January 2017. Attendance at the DISC was collected progressively throughout 2016. Qualitative data were collected using semi-structured interviews.
Of 1016 undergraduate nursing students enrolled on the campus, 163 (16%) attended DISC at least once. Attendees were older, more likely to be Overseas-born (74% versus 45% native-born, p < 0.001). Sub-group analysis of first year students revealed attendees had a higher grade point average than non-attendees (4.20 versus 3.85, p = 0.005). Controlling for demographic factors, they were over three times more likely (Adjusted Odds Ratio: 3.75, 95% CI: 1.44-9.78) to achieve a higher GPA (>4.0) compared to non-attendees. Thirteen students were interviewed. Two main themes emerged; 1) 'Home away from home' and 2) 'A sense of community: Everyone supports each other' with three accompanying sub-themes.
This study supports the usefulness of a Drop-In-Support-Centre in enhancing students' learning experiences and outcomes. The success of the program is highlighted by an improvement in academic performance of students who attended the DISC.
本科护理课程越来越多地采用混合学习方法，导致与学术人员和其他学生在校园内的接触减少。
探索学生对即到即学支持中心的体验，并评估出勤率对学习成绩的影响。
同期混合方法。
澳大利亚悉尼的一个大型大都市、多校区大学。
注册为期 3 年的护理学士课程的本科护理学生。
为支持学生学习，2016 年 3 月试行每周一次的即到即学支持中心（DISC）计划。DISC 每周为学生提供一天的非正式学习空间，以便获得学术支持。2017 年 1 月，从大学行政数据集提取基线定量数据，并进行为期 12 个月的后续平均绩点（GPA）。2016 年全年逐步收集 DISC 的出勤率。使用半结构化访谈收集定性数据。
在注册该校区的 1016 名本科护理学生中，有 163 名（16%）至少参加过一次 DISC。参加者年龄较大，更有可能是海外出生（74%比本地出生的 45%，p < 0.001）。对一年级学生的亚组分析显示，参加者的平均绩点高于未参加者（4.20 比 3.85，p = 0.005）。在控制人口统计学因素后，与未参加者相比，他们获得更高 GPA（>4.0）的可能性高出三倍以上（调整后的优势比：3.75，95%置信区间：1.44-9.78）。对 13 名学生进行了访谈。出现了两个主要主题；1）“家外之家”和 2）“社区感：每个人都相互支持”，并有三个伴随的子主题。
本研究支持即到即学支持中心在增强学生学习体验和成果方面的有效性。参加即到即学支持中心的学生学习成绩提高，突显了该计划的成功。
