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Frequency of academic failure and its associated factors from the viewpoint of students with and without academic failure in the Faculty of Nursing and Midwifery, Khoramabad, Iran
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F Ghasemi   , S Hasanvand , F Valizadeh |
| Lorestan University of Medical Sciences , ghasemi2211156@yahoo.com |
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Abstract: (15654 Views) |
| Introduction: Main task of universities is training efficient and effective human resources. Students annually experience academic failure due to different reasons. Because academic failure of medical students has negative impacts on the community, patients, profession and university, the present study aimed to determine the frequency of academic failure, and to compare its associated factors from the viewpoint of the students with and without academic failure. Method: This descriptive cross sectional study was conducted during the second semester of 2011-2012 academic years on 148 nursing and midwifery students in Khorramabad Nursing and Midwifery Faculty using convenience sampling method. Academic failure was considered 0.2 and more decline in standard score (Z score) of the grade point average of the prior semester compare to the two previous semesters. The instrument was a researcher made questionnaire which included demographic information and 52 questions about influential factors on academic failure. Five point likert scale questions from very high to very low applied to examine the students’ agreement with the factors affecting academic failure. The Questionnaires were self-reporting. Descriptive statistics, Chi square test, and independent T test were used for data analysis. Results: 36.5% of the students had academic failure. The most important reported factors of academic failure from the viewpoint of the students with academic failure were death of a close one (4.13±1.25), faculty members’ teaching method (4.11±1.7), high number of courses per semester (3.89±0.95), and delivery of theoretical and clinical courses at the same term (3.76±1.09). Those of the students without academic failure were faculty members’ evaluation methods (4.03±1.36), faculty members’ teaching method (3.81±1.1), high number of courses in each semester (3.76±1.09), and educational planning (3.76±1.14). There was no significant difference between the viewpoints of students with and without academic failure in the associated factors of academic failure. Conclusion: More than one third of the students had academic failure. Applying some strategies are necessary such as identifying and supporting students at risk of academic failure by consultant faculty members, encourage and support faculty members to apply more effective teaching and evaluation methods, teach correct studying and learning methods to students, and revision in the nursing educational planning. |
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| Keywords: Academic failure, factors, viewpoint, nursing and midwifery students |
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Full-Text [PDF 687 kb]
(2520 Downloads)
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Type of Study: Quantitative-Research |
Subject:
Special
Received: 2014/06/24 | Accepted: 2014/06/24 | Published: 2014/06/24
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