Academic and clinical performance among nursing students : what's grit go to do with it?
- Authors: Terry, Daniel , Peck, Blake
- Date: 2020
- Type: Text , Journal article
- Relation: Nurse Education Today Vol. 88, no. (2020), p.
- Full Text:
- Reviewed:
- Description: Background: Nursing is both a science and an art and requires students to develop sound scientific foundations for artful application. The at times binary nature of how the way in which the knowledge and skills of nursing are delivered in higher education can be difficult for students to comprehend initially and synchronise for practice and can lead to feelings of being overwhelmed, withdrawal or failure. Understanding what influences student performance in bachelor level nursing studies is imperative so educators can develop programs that straddle the art and science conundrum and lead to graduate success. Grit is a non-cognitive trait, a drive that keeps an individual on task through difficult circumstances for sustained periods of time. Grit might well represent a key factor in our understanding of why one student succeeds while another withdraws. Objectives: To examine measures of grit in the context of demographic characteristics of nursing students and their impact on student self-perceived academic and clinical performance. Design: A cross-sectional design. Setting: A single School of Nursing at a multi-campus, regional, peri-urban Australian University. Participants: All nursing students (n = 2349) studying a three-year bachelor of nursing degree were invited to participate. Methods: Data were collected using a questionnaire that included several demographic items, questions relating to the student's perceived level of academic and clinical performance, and the eight-item Short Grit Scale (Grit-S) used to measure trait-level perseverance and passion for long-term goals. Results: Students, regardless of their year of study or any other demographic factor, showed grit was the only significant predictor of clinical and academic performance. Conclusions: The strength between grit and perceived performance both academically and clinically, makes grit a valuable factor for development in students as a vehicle for success in nursing programs of study. This paper culminates in suggestions for creative approaches to grit development. © 2020 Elsevier Ltd
- Authors: Terry, Daniel , Peck, Blake
- Date: 2020
- Type: Text , Journal article
- Relation: Nurse Education Today Vol. 88, no. (2020), p.
- Full Text:
- Reviewed:
- Description: Background: Nursing is both a science and an art and requires students to develop sound scientific foundations for artful application. The at times binary nature of how the way in which the knowledge and skills of nursing are delivered in higher education can be difficult for students to comprehend initially and synchronise for practice and can lead to feelings of being overwhelmed, withdrawal or failure. Understanding what influences student performance in bachelor level nursing studies is imperative so educators can develop programs that straddle the art and science conundrum and lead to graduate success. Grit is a non-cognitive trait, a drive that keeps an individual on task through difficult circumstances for sustained periods of time. Grit might well represent a key factor in our understanding of why one student succeeds while another withdraws. Objectives: To examine measures of grit in the context of demographic characteristics of nursing students and their impact on student self-perceived academic and clinical performance. Design: A cross-sectional design. Setting: A single School of Nursing at a multi-campus, regional, peri-urban Australian University. Participants: All nursing students (n = 2349) studying a three-year bachelor of nursing degree were invited to participate. Methods: Data were collected using a questionnaire that included several demographic items, questions relating to the student's perceived level of academic and clinical performance, and the eight-item Short Grit Scale (Grit-S) used to measure trait-level perseverance and passion for long-term goals. Results: Students, regardless of their year of study or any other demographic factor, showed grit was the only significant predictor of clinical and academic performance. Conclusions: The strength between grit and perceived performance both academically and clinically, makes grit a valuable factor for development in students as a vehicle for success in nursing programs of study. This paper culminates in suggestions for creative approaches to grit development. © 2020 Elsevier Ltd
Effective strategies adopted by migrants to improve food security in Tasmania
- Terry, Daniel, Yeoh, Joanne Sin Wei, Le, Quynh, McManamey, Rosa
- Authors: Terry, Daniel , Yeoh, Joanne Sin Wei , Le, Quynh , McManamey, Rosa
- Date: 2015
- Type: Text , Journal article
- Relation: Food Studies: An Interdisciplinary Journal Vol. 4, no. 3-4 (2015), p. 1-13
- Full Text:
- Reviewed:
- Description: Accessibility, affordability, availability, and sustainability of food are vital for all to achieve food security. Specifically, attention should be given to people of culturally and linguistically diverse (CALD) communities such as migrants who settle in a new country. When migrants first reach the host country, they may encounter different food security challenges. Thus, various strategies are required to promote greater food security among migrants. This study aims to investigate the acculturation strategies adopted by migrants to improve their food security in Tasmania. A mixed methods approach using questionnaires and semi-structured interviews was used to gather data from 301 questionnaire participants and 33 interviewees. The data indicated that 42.2% of migrants replaced cultural ingredients with other locally sourced items and 25.8% of migrants went without, while, 46.0% of the participants received ongoing support from friends in terms of food access. These were three strategies that were utilised by many migrants in this study. Loglinear analysis and chi-square tests showed that region of origin and length of stay in Tasmania were factors that influenced migrants’ attitudes in coping with food security issues. Interview data revealed six main acculturation strategies: access from other places; adaptation; home gardening; equipping self with food knowledge; support from social networks; and access to technology. In addition, social and cultural capital was also vital in improving migrants’ food security. Overall, migrants employed different strategies for food security while acculturating into the new environment. These strategies employed may guide policy among various government or private sector organisations that seek to address food security issues and enhance migrants’ food security.
- Authors: Terry, Daniel , Yeoh, Joanne Sin Wei , Le, Quynh , McManamey, Rosa
- Date: 2015
- Type: Text , Journal article
- Relation: Food Studies: An Interdisciplinary Journal Vol. 4, no. 3-4 (2015), p. 1-13
- Full Text:
- Reviewed:
- Description: Accessibility, affordability, availability, and sustainability of food are vital for all to achieve food security. Specifically, attention should be given to people of culturally and linguistically diverse (CALD) communities such as migrants who settle in a new country. When migrants first reach the host country, they may encounter different food security challenges. Thus, various strategies are required to promote greater food security among migrants. This study aims to investigate the acculturation strategies adopted by migrants to improve their food security in Tasmania. A mixed methods approach using questionnaires and semi-structured interviews was used to gather data from 301 questionnaire participants and 33 interviewees. The data indicated that 42.2% of migrants replaced cultural ingredients with other locally sourced items and 25.8% of migrants went without, while, 46.0% of the participants received ongoing support from friends in terms of food access. These were three strategies that were utilised by many migrants in this study. Loglinear analysis and chi-square tests showed that region of origin and length of stay in Tasmania were factors that influenced migrants’ attitudes in coping with food security issues. Interview data revealed six main acculturation strategies: access from other places; adaptation; home gardening; equipping self with food knowledge; support from social networks; and access to technology. In addition, social and cultural capital was also vital in improving migrants’ food security. Overall, migrants employed different strategies for food security while acculturating into the new environment. These strategies employed may guide policy among various government or private sector organisations that seek to address food security issues and enhance migrants’ food security.
The valorisation of African languages and policies in the African education systems : a case of Uganda
- Muzoora, Michael, Terry, Daniel, Asiimwe, Agatha
- Authors: Muzoora, Michael , Terry, Daniel , Asiimwe, Agatha
- Date: 2014
- Type: Text , Journal article
- Relation: Universal Journal of Educational Research Vol. 2, no. 1 (2014), p. 42-50
- Full Text:
- Reviewed:
- Description: This paper highlights the challenges of current language policies in education in Africa, with reference to Uganda. Also examined are the likely challenges to language policy in education, while indicating how these challenges can be curtailed or overcome. The authors suggest a different view is required when approaching this topic with a paradigm shift from modernist theories imbued with colonial and neo-colonial approaches experienced by African countries over decades. The use of a more post-modernist critical theory is required to envisage democracy, linguistic justice, linguistic human rights, linguistic citizenship, diversity and sustainability for quality education and development. The execution of outdated language policies in education that are often misguided and do not reflect reality continually cost individual learners and their societies. This is evidenced by the trend of education output and research by scholars worldwide on literacy and educational achievement in Africa. Many African governments are tending towards local/arterial languages in educational policy and are supportive of inclusion of African languages in education however the trend in literacy and educational attainment is stagnant with outcomes becoming worse. By advocating for a much wider collective approach, research based on these very communities by African researchers working with and in the communities can aid an improved outcome in the African settings. The approach advocates language policies in education to shift from borrowing colonial policies to pragmatic policies which are emancipatory and liberative with learner centred approaches to teaching and learning.
- Authors: Muzoora, Michael , Terry, Daniel , Asiimwe, Agatha
- Date: 2014
- Type: Text , Journal article
- Relation: Universal Journal of Educational Research Vol. 2, no. 1 (2014), p. 42-50
- Full Text:
- Reviewed:
- Description: This paper highlights the challenges of current language policies in education in Africa, with reference to Uganda. Also examined are the likely challenges to language policy in education, while indicating how these challenges can be curtailed or overcome. The authors suggest a different view is required when approaching this topic with a paradigm shift from modernist theories imbued with colonial and neo-colonial approaches experienced by African countries over decades. The use of a more post-modernist critical theory is required to envisage democracy, linguistic justice, linguistic human rights, linguistic citizenship, diversity and sustainability for quality education and development. The execution of outdated language policies in education that are often misguided and do not reflect reality continually cost individual learners and their societies. This is evidenced by the trend of education output and research by scholars worldwide on literacy and educational achievement in Africa. Many African governments are tending towards local/arterial languages in educational policy and are supportive of inclusion of African languages in education however the trend in literacy and educational attainment is stagnant with outcomes becoming worse. By advocating for a much wider collective approach, research based on these very communities by African researchers working with and in the communities can aid an improved outcome in the African settings. The approach advocates language policies in education to shift from borrowing colonial policies to pragmatic policies which are emancipatory and liberative with learner centred approaches to teaching and learning.
- «
- ‹
- 1
- ›
- »