Base de dados : MEDLINE
Pesquisa : N01.824.196.125 [Categoria DeCS]
Referências encontradas : 2 [refinar]
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[PMID]:29194299
[Au] Autor:Freeman JC; All A
[Ad] Endereço:About the Authors Julie C. Freeman, DNP, ACNP-BC, RN, is an assistant professor and coordinator of Promoting Academic Success (PASS) Mentoring to Educate, Retain, and Empower Nurses (MEREN), School of Nursing, Auburn University at Montgomery College of Nursing and Health Sciences, Alabama. Anita All, PhD, RN, is a professor, School of Nursing, Auburn University at Montgomery College of Nursing and Health Sciences, Alabama. For more information, write to Dr. Freeman at Jfreema3@aum.edu.
[Ti] Título:Academic Support Programs Utilized for Nursing Students at Risk of Academic Failure: A Review of the Literature.
[So] Source:Nurs Educ Perspect;38(2):69-74, 2017 Mar/Apr.
[Is] ISSN:1536-5026
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:AIM: The purpose of the literature review is to evaluate and discuss the various types of academic support programs used for at-risk nursing students to identify those that are most effective. BACKGROUND: Nurse educators are concerned about students admitted to nursing programs who are unable to successfully complete the program. METHOD: To determine the format and efficacy of academic support programs, the literature review addressed the identification of at-risk students and academic support programs applicable to all student groups. RESULTS: Nurse educators need to develop and implement plans to support and retain students in order to address the impending nursing shortage. CONCLUSION: Replacing a student lost to academic failure is difficult. Although utilized in different manners, academic support programs are an effective retention strategy.
[Mh] Termos MeSH primário: Fracasso Acadêmico
Bacharelado em Enfermagem
Modelos Educacionais
Estudantes de Enfermagem
[Mh] Termos MeSH secundário: Desempenho Acadêmico
Logro
Seres Humanos
Tutoria
Pesquisa em Educação de Enfermagem
[Pt] Tipo de publicação:JOURNAL ARTICLE; REVIEW
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180227
[Lr] Data última revisão:
180227
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:171202
[St] Status:MEDLINE
[do] DOI:10.1097/01.NEP.0000000000000089


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[PMID]:29182663
[Au] Autor:Lundervold AJ; Bøe T; Lundervold A
[Ad] Endereço:Department of Biological and Medical Psychology University of Bergen, 5009 Bergen, Norway.
[Ti] Título:Inattention in primary school is not good for your future school achievement-A pattern classification study.
[So] Source:PLoS One;12(11):e0188310, 2017.
[Is] ISSN:1932-6203
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Inattention in childhood is associated with academic problems later in life. The contribution of specific aspects of inattentive behaviour is, however, less known. We investigated feature importance of primary school teachers' reports on nine aspects of inattentive behaviour, gender and age in predicting future academic achievement. Primary school teachers of n = 2491 children (7-9 years) rated nine items reflecting different aspects of inattentive behaviour in 2002. A mean academic achievement score from the previous semester in high school (2012) was available for each youth from an official school register. All scores were at a categorical level. Feature importances were assessed by using multinominal logistic regression, classification and regression trees analysis, and a random forest algorithm. Finally, a comprehensive pattern classification procedure using k-fold cross-validation was implemented. Overall, inattention was rated as more severe in boys, who also obtained lower academic achievement scores in high school than girls. Problems related to sustained attention and distractibility were together with age and gender defined as the most important features to predict future achievement scores. Using these four features as input to a collection of classifiers employing k-fold cross-validation for prediction of academic achievement level, we obtained classification accuracy, precision and recall that were clearly better than chance levels. Primary school teachers' reports of problems related to sustained attention and distractibility were identified as the two most important features of inattentive behaviour predicting academic achievement in high school. Identification and follow-up procedures of primary school children showing these characteristics should be prioritised to prevent future academic failure.
[Mh] Termos MeSH primário: Fracasso Acadêmico
Atenção
Instituições Acadêmicas
[Mh] Termos MeSH secundário: Criança
Feminino
Seres Humanos
Masculino
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1712
[Cu] Atualização por classe:171226
[Lr] Data última revisão:
171226
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:171129
[St] Status:MEDLINE
[do] DOI:10.1371/journal.pone.0188310



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