Academic Support Programs Utilized for Nursing Students at Risk of Academic Failure

In response to the increase of Higher Education support provided to tutoring programs, this paper presents the design, implementation and evaluation of a tutoring program to improve the academic performance of at-risk students enrolled in the last year of a nursing degree characterized by academic failure (failed courses). A controlled experimental study was carried out to evaluate a tutoring program that included a minimum of nine meetings performed by an expert professor as tutor. A questionnaire for assessing the academic needs was designed and interventions were performed when responses were: nothing, a little or something. Medium to large effects were found in the progress of failed course to passed course (p =.000, rφ = .30), improving the information about courses (p < .001, d = 2.01), the information comprehension (p < .001, d = 0.85) and the strategies to improve academic performance (p < .001, d = 1.37). The intervention group students’ response highlighted program satisfaction and effectiveness. The significance of the study lies in reinforcing the formal tutoring as a tool to improve academic performance in at-risk students.

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Important lessons in engineering education learned from seven years of experience in undergraduate academic support programs

2008 38th Annual Frontiers in Education Conference ◽

10.1109/fie.2008.4720321 ◽

2008 ◽

Cited By ~ 4

Author(s):

Jia-Ling Lin ◽

Donald C. Woolston

Keyword(s):

Engineering Education ◽

Academic Support ◽

Support Programs ◽

Years Of Experience ◽

Academic Support Programs

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Removing Barriers

Professional Development Schools and Transformative Partnerships - Advances in Higher Education and Professional Development ◽

10.4018/978-1-4666-6367-1.ch012 ◽

2015 ◽

pp. 157-174

Author(s):

S. Michael Putman ◽

Jerrell C. Cassady ◽

Lawrence L. Smith ◽

Monica L. Heller

Keyword(s):

At Risk ◽

Local Community ◽

Teacher Education Program ◽

Academic Support ◽

At Risk Students ◽

School Failure ◽

Support Program ◽

Students At Risk ◽

Local Schools ◽

Community Outcomes

The purpose of this chapter is to articulate the success of a partnership facilitated by a PDS relationship in serving at-risk students in a collection of schools proximal to a university in the Midwest. The authors begin by describing characteristics of community partnerships, including professional development schools, which both enable and hinder schools and stakeholders when they attempt to build innovative partnerships promoting positive school and community outcomes. They then discuss how they leveraged the resources of the local community, a teacher education program, and the local schools to develop and implement an afterschool academic support program targeting students at-risk for school failure. In addition to explaining the procedural elements that were found to be useful in breaking down traditional barriers to effective partnerships (e.g., space, finance, staff, quality curriculum support), the authors present the results of their study that demonstrate student gains in both math and reading.

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