Student Preparedness

[rob4546, ADN, BSN, MSN]

This may be the wrong location for this thread but I was hoping to get some input.  I am finishing my first year as a new nurse educator and have had issues with students being prepared for class.  For first-year fundamentals students, I provide reading guides, videos, and other preparatory materials about topics we will discuss in class.  This is how I was educated not more than 10 years ago and believe it allows for better discussions and participation in class.

The problem I am having is that only a small group of students actually prep beforehand.  This causes issues because most students are behind and some classes are dysfunctional due to the need to bring everyone up to speed.  This hinders further learning and results in poor performance on activities and exams.  I believe that this is a great concern and could help boost knowledge and performance if students were more prepared to learn.

I have gathered some informal data and believe the root cause is most students need to work and go to school and their inability to manage time effectively.  I have estimated that students should spend 1 hour a week to prep for class although it should only take the average student 30 minutes or less.  Most students cannot find this amount of time in their day as stated by the student's responses.

In August I will welcome a new cohort and I would like to make changes now to better benefit these students.  Do you have any ideas or strategies that you have used?  I would love to hear some other opinions.  My faculty mentor and other instructors in the program do not have many ideas and just acknowledge that this is a problem.

Thanks in advance for any replies.

[londonflo]

17 hours ago, rob4546 said:

I have estimated that students should spend 1 hour a week to prep for class although it should only take the average student 30 minutes or less. 

The rule of thumb has always been 3-4 hours per class. Adult learners need to interact with the material on their own and then  again in the classroom. I know that is very hard, for some impossible. Have you tried a 'flipped' classroom where they HAVE to come prepared....I learned this from an economics professor who said only 60 % usually pass in a CC. She has them answer the questions from the back of the book (or questions you provide)  and write them in 'blue books'.  She collects them in the beginning of class and does have to read/grade them. She said her course grades went up and those that weren't prepared learn to prepare of be lost with out slowing the class down. Unfortunately any strategies to get students to come prepared involves for work for you. It is the nature of the beast. Let me know what you think.

If you and your Dean talk about the hazards of working too much during school (yes they will complain they have to) it might prepare them when they see they cannot prepare adequately to pass the course.  Also, are the ones least prepared in the back row? One semester I lost the whole back row to failing grades. They were studying for other course's tests, talking among themselves etc. If someone is failing, be adament or very stressful they move closer to the front.

BTW studies at our college showed the grade achieved in a fundamental class, with the first med-surg grade were the biggest indicators whether they would pass boards. Another suggestion, (you may already do this) print out the NCLEX test plan. Have students review the safety section test items, etc. Suggest they check each item off as they study it. What you are learning, even in your first day impacts whether you pass NCLEX.

[rob4546, ADN, BSN, MSN]

2 hours ago, londonflo said:

The rule of thumb has always been 3-4 hours per class. Adult learners need to interact with the material on their own and then  again in the classroom. I know that is very hard, for some impossible. Have you tried a 'flipped' classroom where they HAVE to come prepared....I learned this from an economics professor who said only 60 % usually pass in a CC. She has them answer the questions from the back of the book (or questions you provide)  and write them in 'blue books'.  She collects them in the beginning of class and does have to read/grade them. She said her course grades went up and those that weren't prepared learn to prepare of be lost with out slowing the class down. Unfortunately any strategies to get students to come prepared involves for work for you. It is the nature of the beast. Let me know what you think.

If you and your Dean talk about the hazards of working too much during school (yes they will complain they have to) it might prepare them when they see they cannot prepare adequately to pass the course.  Also, are the ones least prepared in the back row? One semester I lost the whole back row to failing grades. They were studying for other course's tests, talking among themselves etc. If someone is failing, be adament or very stressful they move closer to the front.

BTW studies at our college showed the grade achieved in a fundamental class, with the first med-surg grade were the biggest indicators whether they would pass boards. Another suggestion, (you may already do this) print out the NCLEX test plan. Have students review the safety section test items, etc. Suggest they check each item off as they study it. What you are learning, even in your first day impacts whether you pass NCLEX.

Wonderful, thanks for the response.  It does state 4-5 hours for class prep in my syllabus, but the performance has shown me that this is not happening.  The five students that currently are excelling are putting in the work.  The students still are not aware that I can track their viewing of posted resources, including date and time.

The only flipped classroom activity I have done so far is bringing an EB article based on a specific topic such as safety etc.  They are required to introduce it and discuss the article's impact on care, and the evidence presented.  This next semester I have decided to post my lectures with keywords missing and require them to be filled in before class.  Then instead of lectures, we can participate in a variety of activities to use this information.  Anything from care plans, to concept maps, to a jeopardy PP game.

I love the NCLEX testing plan activity.  I am going to use this, hope you do not mind.  Preparation for the NCLEX begins on day one in our program, and I want to enhance this further.

I have asked my mentor if I can request that anyone who has not watched the 15 minutes of Youtube videos assigned as prep to excuse themselves from class to prep in the computer lab.  She requested that I do not due to possible FERPA concerns and the time away from class would be detrimental to their knowledge.  I see it differently.  The embarrassment of being in this group would be a strong motivator, and it could potentially curb further issues.  Remember, I know who has viewed the content and who has not.

The work does not worry me because I know how this education will change the student's life and the lives of those in the community.  I am new at this so going overboard is my MO, just like when I became a new nurse.  But at this time, I want to find a better solution so that work in the future will be more effective.

Thank you, does anyone else have suggestions?

[londonflo]

19 hours ago, rob4546 said:

jeopardy PP game.

I have used these in their homework. I found putting a question or two from the game on the test made most of them do it. I could track who did it but the comment "big brother is watching" was made. When those that were failing came to see me I could reflect to them their lack of using all the resources GIVEN to them. 

 We also had quite a few students walk in and out for bathroom breaks, phone calls, whatever. (This was the first time in my 40 years of teaching that this was happening)

We reached a point where the attentive students complained they had enough. Our associate dean, went into class and thought a parody of what was happening would help. She answered phone calls, went in and out of the classroom, talked to the students she was sitting with etc. basic disruption. While she thought she was a great actress, there was no effect on change. A faculty member developed a poster board that she had the students sign if they were interested in better behavior from the class. Of course the good students signed.

When one student who was known to be a frequent offender with the "in and out" game walked out 30 minutes into the start of the lecture, I exclaimed "No more. Do you remember when you were a child fighting with a sibling and a parent said 'if you keep it up I am pulling the car over?' I am pulling this car over. If you go out the door you cannot come in until after the next break". Amazingly there was clapping and several wrote to the associate dean, she pulled the car over! Much better behavior for the rest of the semester!". 

I do hope my suggestions help. I will refrain from more experiences so that you can hear from others. PS Do know that the behavior you are seeing is not unique to your class or your teaching. 

[londonflo]

20 hours ago, rob4546 said:

possible FERPA concerns

Quote

The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education.

Your mentor does not know what FERPA is or just wanted to dissuade you. Most adminstrators do not want any student dismissed from class for any reason. They will come up with all kinds of reasons. But of course they are not in the classroom to see the awful behavior/lack of preparation etc.

They remember the students in their classrooms long ago: Anne of Green Gables, Harry Potter and the like who grew under their tutelage. For students who were not excelling, a gentle talk was all that was necessary to make that student a Rhodes scholar who will forever give thanks and maybe include the instructor in their will. 

[rob4546, ADN, BSN, MSN]

32 minutes ago, londonflo said:

Do know that the behavior you are seeing is not unique to your class or your teaching. 

Yes, but I am applying my morals and values to current students.  I would be frightened not to be prepared for class or miss assignments.  This may be one of MY problems.

25 minutes ago, londonflo said:

Your mentor does not know what FERPA is or just wanted to dissuade you.

I agree; I dismissed this immediately.  She was concerned about highlighting their performance.  I assume that the students are aware of each of the cohorts' work ethic.

 

40 minutes ago, londonflo said:

When those that were failing came to see me I could reflect to them their lack of using all the resources GIVEN to them.

I think this is so true.  I want them to do better, so I give them all the information, and they, in turn, do not feel like they have to work for this information.  I want to be less of a giver of knowledge and more of a facilitator of learning.  I can't wait to get started prepping for the Fall semester.

Thank you for all the advice and support you have provided me. 

[CommunityRNBSN, BSN, RN]

I have an instructor now who gives us quizzes at the start of each class covering the assigned reading. They are not “pop” quizzes— we know they are coming. And they are pretty easy if you’ve done the reading (even if you just skim the chapter). It’s not a way to try to fail us or trick us, but it does keep us on track so that we can’t say “Damn I ran out of time and didn’t read again” every week. The quizzes add up to like 15% of our total grade. 

[MarkMyWords]

Most students avoid or minimize prep for classes. If they say they don't have the time, then they don't want to. Thats the oldest excuse in the world. When my students didn't prepare, I wrote a 1 page concise summary of the lesson and handed it out. It's extra work and they were appreciative.

  As the poster said,  have a easy quiz every other day, first thing. If the students came late, they missed it! If they did not prep or read the chapter, the quiz shows this. this is much more work for you, and I never did it. Or from your syllabus, state that you will deduct points in the grade for lack of preparation.

[londonflo]

3 hours ago, Mywords1 said:

When my students didn't prepare, I wrote a 1 page concise summary of the lesson and handed it out. It's extra work

And you did their homework for them! I know you mean well and want learning to occur. Even if you have to tube feed them.  Why  not skip the reading and just provide the learning summary...We are responsible to reinforce good larning practices. In Academia students come to us successful in  a high school/ prequisite  education and  have done all the activities to become an educated person. Allowing the student to back track just makes their learning harder when they meet more difficult concepts. And what about their future in graduate education?  Please rethink this strategy...but I bet you  get great student evaluations!

[rob4546, ADN, BSN, MSN]

On 4/20/2021 at 5:24 PM, CommunityRNBSN said:

I have an instructor now who gives us quizzes at the start of each class covering the assigned reading. They are not “pop” quizzes— we know they are coming. And they are pretty easy if you’ve done the reading (even if you just skim the chapter). It’s not a way to try to fail us or trick us, but it does keep us on track so that we can’t say “Damn I ran out of time and didn’t read again” every week. The quizzes add up to like 15% of our total grade. 

This is a great idea.  I tried it once, and it negatively impacted their grade.  I want to implement this so that it might reinforce the material without consequences.  I know this sounds contradictory, but it is not my intention to fail students.  I know they have to meet me in the middle, and I will prepare for implementation next semester.

[rob4546, ADN, BSN, MSN]

On 4/21/2021 at 12:23 PM, londonflo said:

 In Academia students come to us successful in  a high school/ prequisite  education and  have done all the activities to become an educated person. 

I believe that this is also what I am up against.  We are in an impoverished area which also affects education.  Many of my students do not have the student skills necessary at the collegiate level.  I do not wish to disparage our other educational settings, but the prerequisites lack the rigor and preparation for the level.  I have discussed this at length with our director.  Here I am, trying to find a way to educate those not ready to be at this level.  I feel my responsibility is to educate them on the concepts and develop the skills necessary to advance to the second year.

I do enjoy my students that were born in the '80s and early '90s.  They have life experiences that have proved to them that hard work is needed to succeed.  LOVE it!

[CommunityRNBSN, BSN, RN]

3 hours ago, rob4546 said:Many of my students do not have the student skills necessary at the collegiate level.  I do not wish to disparage our other educational settings, but the prerequisites lack the rigor and preparation for the level.  I have discussed this at length with our director.  Here I am, trying to find a way to educate those not ready to be at this level.  

That is such a tough position. The schools don’t do kids any favors when they admit them to programs they aren’t prepared for. But the alternative is that they’d have no chance at all— it is really between a rock and a hard place.