Impact of Academic Coaching on Baccalaureate Nursing Students' Perceived Stress, Perception of the Academic Coaching Relationship, and Perception of Academic Success PDF Download
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Author: Pamela Barbara Lynn
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 142
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Book Description
Nursing students experience significant challenges related to rigorous academic demands and the nursing role in clinical practice. Academic coaching can be implemented to reduce stress experienced by nursing students and aid students in attaining successful academic outcomes and a positive educational experience. The purpose of this descriptive comparative and correlational study was to explore the impact of academic coaching on junior-level baccalaureate nursing students’ perceived stress, students’ perceptions of the coaching relationship, the relationship between perceptions of the coaching relationship and perceived level of student stress, and the impact of academic coaching on students’ perceptions of academic success. Faculty coaches and student participants met bi-weekly for one academic semester. Students’ perceived stress was measured pre- and post-coaching. Student perceptions of the coaching experience and perceptions of the influence of academic coaching on academic success were evaluated post coaching. Survey data was analyzed to identify associations between academic coaching and perceived stress and student perceptions of the coaching relationship. Examination of survey data included analysis of themes and similarities between student perceptions of academic coaching and its influence on perceived academic success. Correlational data analysis was used to identify relationships between student perceptions of academic coaching and perceived stress. Students had positive perceptions of the coaching relationship and the majority of students perceived academic coaching as contributing to and/or influencing academic success. There was no significant change in perceived student stress after academic coaching. The relationship of students’ perceptions of the coaching relationship and level of stress was not statistically significant. The results of this research study broaden understanding of the impact of academic coaching on nursing students and potential interventions to assist nursing students to have a positive educational experience.
Author: Pamela Barbara Lynn
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 142
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Book Description
Nursing students experience significant challenges related to rigorous academic demands and the nursing role in clinical practice. Academic coaching can be implemented to reduce stress experienced by nursing students and aid students in attaining successful academic outcomes and a positive educational experience. The purpose of this descriptive comparative and correlational study was to explore the impact of academic coaching on junior-level baccalaureate nursing students’ perceived stress, students’ perceptions of the coaching relationship, the relationship between perceptions of the coaching relationship and perceived level of student stress, and the impact of academic coaching on students’ perceptions of academic success. Faculty coaches and student participants met bi-weekly for one academic semester. Students’ perceived stress was measured pre- and post-coaching. Student perceptions of the coaching experience and perceptions of the influence of academic coaching on academic success were evaluated post coaching. Survey data was analyzed to identify associations between academic coaching and perceived stress and student perceptions of the coaching relationship. Examination of survey data included analysis of themes and similarities between student perceptions of academic coaching and its influence on perceived academic success. Correlational data analysis was used to identify relationships between student perceptions of academic coaching and perceived stress. Students had positive perceptions of the coaching relationship and the majority of students perceived academic coaching as contributing to and/or influencing academic success. There was no significant change in perceived student stress after academic coaching. The relationship of students’ perceptions of the coaching relationship and level of stress was not statistically significant. The results of this research study broaden understanding of the impact of academic coaching on nursing students and potential interventions to assist nursing students to have a positive educational experience.
Author: Patricia Brown-O'Hara
Publisher:
ISBN:
Category : Nursing
Languages : en
Pages : 322
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Book Description
Author: Phillip Wood
Publisher:
ISBN:
Category : Employees
Languages : en
Pages : 205
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Book Description
Quality teacher training and continued learning is essential to providing the high quality education that yields adequate levels of student success. Though called by many different names, academic coaches appear to be the answer to the continuing problem of creating a positive learning environment that meets the challenges of educating students with varying abilities and needs. Driven by the analysis of student performance data, academic coaches train teachers in the best instructional practices and build teacher content knowledge to support improved student learning. Additionally, academic coaches offer support during the implementation of content learned through staff development. This study utilized the APS teacher perceptions survey, along with a survey of principals regarding how they utilized coaches in their schools, to determine if the method of coach usage at the schools influenced teachers' perceptions of the three dependent variables-teacher perception of coaching effectiveness, teacher perception of the school personnel-academic coaching affiliation, and teacher perception of overall coaching quality. The quantitative data analysis involved using ANOVA to detect if there were any differences between the groups of teachers on how they viewed academic coaching, then using Tukey's post hoc test to determine which groups differed specifically. The results indicated that the manner in which academic coaches are used in 3 elementary schools do influence teacher perceptions of academic coaching, but explain only a small amount of the variance between the teacher groups.
Author: Jocelyn A. Manigo
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 244
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 590
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Author: Elizabeth Ann Gravley
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
This study examines how academic coaching influenced at-risk college students academic performance. Academic coaching places one student with a trained academic coach, who attempts to outline an academic plan with the student. The student contracts with the academic coach and they meet biweekly to assess progress and to discuss experiences and issues. Such an intervention was performed in the fall 2016 semester at a southern, urban, public university (Center for Academic Retention and Enrichment Services [CARES], 2017). One way to examine academic coaching as an intervention and to determine efficacy is to measure students sense of grit, academic self-efficacy, academic commitment, and time management before and after an academic coaching intervention. This researcher used archival data provided by the Office of Institutional Research (2018) and from the academic coaching program at the study university in the form of a questionnaire provided to students both before the coaching intervention and again at the end of the intervention. This researcher proposed that the scores would show an increase in these areas and the set of variables might serve to predict GPA. This researcher used t-tests and multiple linear regression to analyze the data. Significant differences were found between pre-test and post-test scores of academic self-efficacy and those of academic commitment. Both variables exhibited a significant decline in the mean scores following the academic coaching intervention. There was also a significant difference between the pre-test and post-test scores of the GPA measurements of the intervention term (Fall 2016), exhibiting an increase in GPA. Additionally, there was a significant difference between the pre-test and post-test scores of the academic year GPA (Fall 2016 to Spring 2017) exhibiting an increase in GPA. The regression model using the change scores between Fall 2016 intervention term GPA as the initial dependent variable, and difference scores of grit, academic self-efficacy, academic commitment, and time management as independent variables, was not significant. The second regression model using the change scores of Spring 2017 GPA and Fall 2016 GPA as the dependent variable with difference scores of grit, self-efficacy, academic commitment, and time management as independent variables, was not significant..
Author: Ariel Starr Tate
Publisher:
ISBN:
Category : Educational acceleration
Languages : en
Pages : 116
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Book Description
Accelerated baccalaureate nursing students are at an increased risk for stress due to the fast pace and intensity of the program. The purpose of this research was to examine the perceived stresses and coping strategies of accelerated baccalaureate nursing students. The Student Nurse Stress Index (SNSI), (Jones & Johnston, 1999) and a qualitative question on coping strategies were completed by 24 ABSN students in an online survey. Results showed students perceived academic factors as the most stressful and first semester students had higher stress level scores than final semester students. Personal time, social support, physical activity, sleep/rest, and religion relieved stress was identified by the students, with personal time the most frequently used coping strategy.
Author: Kris Bryan
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 140
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Book Description
Author: Marc A. Howlett
Publisher: Taylor & Francis
ISBN: 1000870529
Category : Education
Languages : en
Pages : 193
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Book Description
Academic Coaching is the first comprehensive book about academic coaching in higher education, providing faculty and staff with a robust foundation in academic coaching that they can use to improve campus services to bolster student success. Drawing from the principles of executive, business, and life coaching, this book explores how to support college students as they begin their journey to independence, grapple with challenging courses, uncover their life’s purpose, and prepare to make their mark on the world. This accessible book is full of step-by-step guidance for becoming an effective academic coach, helping faculty and staff create, expand, incorporate, or improve academic coaching services on campus in order to better serve all students.
Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 776
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