Journal of Nursing Education

The articles prior to January 2012 are part of the back file collection and are not available with a current paid subscription. To access the article, you may purchase it or purchase the complete back file collection here

Major Articles 

Use of Self-Regulating Learning Strategies by Students in the Second and Third Trimesters of an Accelerated Second-Degree Baccalaureate Nursing Program

Patricia A. Mullen, MSN, RN, CNE

  • Journal of Nursing Education. 2007;46(9)
  • Posted September 1, 2007

Abstract

ABSTRACT

Accelerated nursing programs have proliferated in recent years, attracting adult learners with varied backgrounds and experience into the profession of nursing. Learner adaptation to and successful completion of nursing programs delivered in an accelerated format require that students use self-regulatory learning strategies to focus, organize, integrate, and retain knowledge derived from classroom and clinical sources. The purpose of this descriptive, exploratory study was to examine the presence and extent of and differences in self-reported regulatory learning strategy use in a convenience sample of two groups of non-nursing college graduates. Determination of strategy use was delineated by student responses to the learning strategy subscales of the Motivated Strategies for Learning Questionnaire. Results of this study demonstrate that although both groups of students used self-regulated learning strategies, students who have completed more of the accelerated program use more self-regulatory learning strategies than their less experienced counterparts.

AUTHOR

Received: August 29, 2006

Accepted: December 20, 2006

Ms. Mullen is Assistant Professor of Nursing, Regis University, Denver, Colorado, and a student in the Nursing Science PhD program, Indiana University School of Nursing, Indianapolis, Indiana.

The author acknowledges the guidance of Diane Billings, EdD, RN, FAAN in the development of this research project.

Address correspondence to Patricia A. Mullen, MSN, RN, CNE, Assistant Professor, Rueckert-Hartman School for Health Professions, 3333 Regis Boulevard G8, Denver, CO 80221-1099; e-mail: pmullen@regis.edu.

Abstract

ABSTRACT

Accelerated nursing programs have proliferated in recent years, attracting adult learners with varied backgrounds and experience into the profession of nursing. Learner adaptation to and successful completion of nursing programs delivered in an accelerated format require that students use self-regulatory learning strategies to focus, organize, integrate, and retain knowledge derived from classroom and clinical sources. The purpose of this descriptive, exploratory study was to examine the presence and extent of and differences in self-reported regulatory learning strategy use in a convenience sample of two groups of non-nursing college graduates. Determination of strategy use was delineated by student responses to the learning strategy subscales of the Motivated Strategies for Learning Questionnaire. Results of this study demonstrate that although both groups of students used self-regulated learning strategies, students who have completed more of the accelerated program use more self-regulatory learning strategies than their less experienced counterparts.

AUTHOR

Received: August 29, 2006

Accepted: December 20, 2006

Ms. Mullen is Assistant Professor of Nursing, Regis University, Denver, Colorado, and a student in the Nursing Science PhD program, Indiana University School of Nursing, Indianapolis, Indiana.

The author acknowledges the guidance of Diane Billings, EdD, RN, FAAN in the development of this research project.

Address correspondence to Patricia A. Mullen, MSN, RN, CNE, Assistant Professor, Rueckert-Hartman School for Health Professions, 3333 Regis Boulevard G8, Denver, CO 80221-1099; e-mail: pmullen@regis.edu.

ABSTRACT

Accelerated nursing programs have proliferated in recent years, attracting adult learners with varied backgrounds and experience into the profession of nursing. Learner adaptation to and successful completion of nursing programs delivered in an accelerated format require that students use self-regulatory learning strategies to focus, organize, integrate, and retain knowledge derived from classroom and clinical sources. The purpose of this descriptive, exploratory study was to examine the presence and extent of and differences in self-reported regulatory learning strategy use in a convenience sample of two groups of non-nursing college graduates. Determination of strategy use was delineated by student responses to the learning strategy subscales of the Motivated Strategies for Learning Questionnaire. Results of this study demonstrate that although both groups of students used self-regulated learning strategies, students who have completed more of the accelerated program use more self-regulatory learning strategies than their less experienced counterparts.

AUTHOR

Received: August 29, 2006

Accepted: December 20, 2006

Ms. Mullen is Assistant Professor of Nursing, Regis University, Denver, Colorado, and a student in the Nursing Science PhD program, Indiana University School of Nursing, Indianapolis, Indiana.

The author acknowledges the guidance of Diane Billings, EdD, RN, FAAN in the development of this research project.

Address correspondence to Patricia A. Mullen, MSN, RN, CNE, Assistant Professor, Rueckert-Hartman School for Health Professions, 3333 Regis Boulevard G8, Denver, CO 80221-1099; e-mail: pmullen@regis.edu.

Sign up to receive

Journal E-contents