الفهرس 
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Abstract
Learning process is a set of ideas about how student learn, while the course as a
whole represents body of ideas that reinforce and connect with other ideas. All of these ideas can help teachers identify what is going on in their classrooms and provide indicators for understanding students‘ growth, development, and successes.
An accelerated nursing program is a second-degree nursing program. It‘s designed to
overcome nursing shortage in Egypt, is short program length than traditional program and can be completed in 12-18 months, also designed for students who wish to obtain a nursing degree while already having a bachelor’s degree in another field. The accelerated students may be needed this program for different reasons either for interested nursing field and patient care, better job opportunity and financial improvement for them. Therefore, this study conducted to assess essential academic factors influence accelerated students’ learning process, these factors categories as; student related factors, teacher related factors and faculty related academic factors.
Research aim:
This study aimed to determine the academic factors associated with accelerated
program nursing students learning process.
The research question:
1. What are the academic factors associated with accelerated program nursing students learning process?
2. What are the different learning styles of accelerated program nursing students?
Materials
Design:
An exploratory descriptive research design was used to carry out this study.
Setting:
The study was conducted at the Faculty of Nursing, Alexandria University;
throughout the academic year 2019-2020.
Subjects:
The subjects of this study were comprising 110 nursing students who represent all
students enrolled in accelerated program for the year 2019-2020.
Tools of the study:
The study was carried out using the following tools
Tool I: Academic Factors Assessment Questionnaire (AFAQ).
This tool was be developed by the researcher after thorough review of related
literature to assess academic factors associated with accelerated program nursing students’ learning process.
Tool II: Visual, Aural, Read/Writing and Kinesthetic inventory (VARK).
This tool was developed by Fleming in 1992. It was used to assess learning styles of
accelerated nursing students.
Method
The study was conducted as follows
- The tools were tested for its content validity by five experts in the related field and
the necessary modifications were done.
- Tool I was tested for its reliability and it was reliable. using chronbach’s Alpha test
- A pilot study was carried out on approximately 10% of sample size (11 students) to
test the clarity and applicability of the tool and accordingly, the necessary
modifications were done.
- Data was collected from all accelerated nursing students of all academic semester
after clinical day and/ or after theoretical lecture.
- All the accelerated students were given the same instructions by the researcher
about how to fill the questionnaire.
- They also were instructed, that one answer is only required and not to leave any
item without answer in tool I and more than one answer was right in tool II.
- The data collection takes about one month starting from the beginning of October
2019 until its end.
The following are the main results yielded by the present study Related to learning
process factors
o There were statistically significant differences related to all items of students related factors, teacher related and factors and faculty related factors at p<or=o.oo1.
o All these factors had high effect on learning processes at p<or=0.001.
o No significant relationship between academic factors and socio-demographic and
academic data except between academic semester at and student teacher related
factors and over all over all test of academic learning levels at P = 0.004*, 0.034*.
o There were no statistically significant relation between VARK style and academic
level and no statistically significant relationship between VARK style and all
studied student‘s socio-demographic and academic data except computer skills and
aural modal at p= 0.012*
It can be concluded from the present study that:
- The majority of the accelerated students had statistically significant agreement
about all academic factors enhance accelerated program nursing students learning process including; students related factors, teacher related factors and faculty
related factors The most common learning styles used by studied accelerated
nursing students were unimodal (Auditory or Read/write or kinesthetic modal) and
one quarter of them used mixed learning styles bimodal (Read/write and kinesthetic
modal) or (aural and kinesthetic).
- No significant relationship were found between socio demographic-academic data,
academic factors and students learning styles except between student‘s academic
semester and academic factors related to; student and teacher related factors and
over all academic learning factors, also there were statistically significant
relationship was found between computer skills and aural modal .
Recommendations
Based on the finding of the present study the following recommendations are
suggested:
Related to faculty:
- Conduct workshop about objective structure clinical examination (OSCE) for staff and students and how to apply in accelerated program.
- Provided library with enough skilled persons with background knowledge in
librarianship.
- Conduct extracurricular activities for staff and students to allow renewing energy. Such as Participation in sports and scientific competitions
- Develop effective line of communication between faculty, students and staff.
Related to Nursing Educators:
- Conduct workshops about academic factors that influence adult learner for all faculty staff to improve student academic performance.
- Regular meeting with students to discuss their problems and follow up progress in order to improve educational process of acceleration program.
- Creating a platform to improve nursing practitioners’ knowledge, skill and competence in clinical setting.
- Conduct educational workshops to all nurse educators to raise their awareness and
competences in delivering and receiving feedback effectively.
Related to students:
- Increase student‘s awareness about time management skills through clinical conference assist then overcome the conflict between work and studying.
- Conduct workshop for accelerated nursing students about different types of learning
style and how each student identifies their style and how to uses it to improve in their
learning process.
Recommendations for further studies:
- Study the teachers’ perspectives regarding the academic factors associated with
accelerated students’ learning process.
- Study the barriers facing teachers and students in using information and communication technology ICT in their daily classrooms in faculty.
- Study the factors influence the educational and clinical outcomes positively with focus on supervision and role modeling in an optimal positive practice and clinical learning environment.