RAJIV GANDHI UNIVERSITY OF HEALTH SCIENCES

BANGALORE, KARNATAKA

PROFORMA FOR REGISTRATION OF SUBJECTS FOR

DISSERTATION

1. NAME OF THE CANDIDATE AND ADDRESS

MR. JUBIE MATHEW1st YEAR M.SC. NURSINGSRI LAKSHMI COLLEGE OF NURSING# 127/1 SRI GANDADA KAVAL, MAGADI MAIN ROAD, SUNKADAKATTE.BANGALORE- 560 091.

2. NAME OF THE INSTITUTION

SRI LAKSHMI COLLEGE OF NURSING# 127/1 SRI GANDADA KAVAL, MAGADI MAIN ROAD, SUNKADAKATTE.BANGALORE- 560 091.

3. COURSE OF STUDYAND SUBJECT

DEGREE OF MASTER OF SCIENCE INNURSING, PSYCHIATRIC NURSING.

4.DATE OF ADMISSION TO COURSE

15-05-10

5. TITLE OF THE TOPIC

“STUDY HABITS OF BSC AND GNM NURSING STUDENTS IN SELECTED INSTITUTES AT BANGALORE.

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6. BRIEF RESUME OF INTENDED WORK

6.1 INTRODUCTION

“Study is like the heavens' glorious sun.”

-William Shakespeare

The quality of a nation depends upon the quality of its citizens. The quality of

citizens depends on the quality of their education and quality of education besides

other factors depends upon study habits and study attitude of the learners. Quality of

education is reflected through academic achievement which is a function of study

habits and study attitude of the students. Thus to enhance the quality of education, it is

necessary to improve the study habits and study attitudes of the students. To improve

study habits and study attitude, those factors are needed to be identified which affect

these characteristics adversely. Identification of these factors may lead towards

remedial measures. To identify factors having negative effect on study habits and

study attitudes, to propose remedial measures and to employ strategies for the

development of good study habits and study attitudes, well organized guidance

services are needed in schools and colleges.1

Study Habits can be defined as buying out a dedicated scheduled and

interrupted time to apply one's self to the task of learning. Without it, one does not

grow and becomes self-limiting in life.2

Nursing is both an art and science. The science of nursing helps nurses analyze

and evaluate data and make sound decisions concerning client care. Therefore, the

science of nursing is about logic. Nursing as art involves using intuition and

experience to build meaningful connections with clients, listening to and learning

from client stories, and developing a rational, moral, skilful mode of practice.

Earlier studies of experiences of learning in clinical practice have shown that

factors as the possibilities of variations of experiences, the culture of the workplace

and communication between the educational institution and health care facilities are

of importance. Less is known about the opportunities which students are given in

order to practice the skills that they will be expected to perform as new graduate

nurses.

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The students emphasized responsibility and independence, opportunities to

practice different tasks, and receiving feedback as facilitating factors. Other perceived

promoting factors included perceptions of control of the situation and understanding

of the 'total picture'. Examples of obstructing factors were the nurses as supervisors

not relying on the students, supervision that lacked continuity and lack of

opportunities to practice. Perception of their own insufficiency and low self-reliance

were drawbacks for some students.3

6.2 NEED FOR THE STUDY

Now-a-days, most of the students rely in the new trends brought by

technology. When it comes to education, internet is the number one source of the

students in making school requirements. However, there are negative aspects too with

regards in using internet, but if we use it enough in the right way, it will be a big help

and easier for us to learn something new in just a click away. From the 130 3rd year

nursing students of College of Nursing in University of Northern Philippines (UNP),

almost all of them are using the internet access for school requirement purposes. It

involves significant concepts that students must know in order to understand and

notice the impacts of internet in their academic performances.4

Test anxiety is a real and measureable problem student’s face regardless of

their grade or level of academic achievement.   Test anxiety can also adversely affect

how students participate in and view the learning process long term. This study was

designed to examine the effects of test anxiety on high school students specifically,

and how the stress associated with the processes or outcomes of standardized testing

can negatively impact their performance.   There is also a theory that contributing

factors of test anxiety can also impact social anxiety.   The purpose of this study is to

determine if students with determined higher levels of test anxiety perform lower

overall on standardized testing versus their counterparts with lower levels of test

anxiety.   This study also took into account the types of school, study skills, and

learning disabilities as they may impact levels of test anxiety.5

An article on “Study Habits that help the child succeed in school and life” has

explored how to help the child create the actions that will serve them in school,

college and throughout life. Study habits are effective or ineffective depending upon

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whether or not they serve the child. Rather than labelling what the child does as good

or bad focus on whether the habit works for them or not. Study habits that serve the

child create better grades, a better relationship with the teacher, a sense of competence

and confidence.6

Some of the factors that affects study habits are surrounding such as

entertainment centre, games centre etc.,the rule of the schools or the universities, the

teaching style of the educators, leisure of the students, some activities in schools or

universities, the Library corpus, friends and families, assignments and homework

restriction.7

Most students know they need to find a quiet place to study after school,

whether it is a corner of the library or the desk in their bedroom. However, recent

studies suggest that switching locations for their study session may actually help them

retain their information more effectively. According to a blog by Christine Carter on

the “ Psychology Today website” cognitive scientists believe that studying something

in multiple environments increases the neural connections in our brains associated

with what we are trying to learn. This concept was illustrated in a 1978 experiment

reported recently in the New York Times, where psychologists found that students

who studied a list of 40 vocabulary words in two different rooms fared better on the

test than students who studied the words twice, but in the same room.

Results of the above study have very important implications to the educational

system:(1) The teacher needs to improve his instructional strategies and interpersonal

relationship with the students in order to create situations that will encourage good

study habits on the part of the students.(2) The schools need the services of guidance

counsellors, more than before to guide the students in proper study habit what will

improve problem-solving in mathematics.(3) The need for educational evaluators to

improve measurement of the non-cognitive variables among students of mathematics.6

Studying is a major concept of education, and if the problem continues, more

and more students will be rejected from opportunities they wished they'd had.

Opportunities include future education at a college, a chance to gain important

knowledge, or even an opportunity to receive a high-paying job. As years go by,

many lives have been changed by improper study habits that could have been cured if

help was provided. Today, statistics prove that the number one cause of all high

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school and college dropouts, are the use of bad study skills. As the lack or misuse of

studying continues to steadily grow higher, the problem consistently deprives one's

opportunity to gain knowledge, and potential a student might obtain in the future.8

To sum up, the above studies reveal that nursing students in general have poor

study habits. In spite of getting good opportunities to improve their performance, they

rarely use it to their advantage. In view of the above stated facts, the investigator

planned to evaluate the study habits and make them aware of the factors affecting

effective study. Thus paving way for overcoming them and ensure optimum

performance and results.

6.3 CONCEPTUAL FRAME WORK:

John Carroll’s Learning Model:

The conceptual framework planned by the investigator for this study is based

on the learning model proposed by John Carroll.. It is basically related to school

learning. However, it can be applicable to nursing. Carroll states that time are the

most important variable in school learning. A simple equation for Carroll’s model is:

School Learning = f (Time spent / Time needed).

Time spent is the function of opportunity and perseverance. Opportunity is

determined by the class room teacher; the specific measure is called allotted or

allocated time (that is allocated for learning by class room teacher). Perseverance is

the students’ involvement with academic content during that allocated time. Carroll

proposed that perseverance be measured as the percentage of the allocated time during

which students are actually involved in the learning process, and was labelled

engagement rate. Allocated time multiplied by engagement rate produced the variable

which Carroll proposed as a measure of time spent, which came to be called engaged

time or time on task students, parents and educators. On the other hand, adverse or

negative attitudes on the part of the instructors and administrators will erode student’s

self esteem and consequently lower the achievement level.

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It is hypothesized that there is a cyclical relationship among the variables and

changes can be made at any point along the way. These changes will affect the

institutional achievement, which will continue to affect the social climate of the

school.9

6.4 REVIEW OF LITERATURE

The review of literature is an extensive, systematic selection of potential

sources of previous work, which acquaints the investigator with fact finding work

after srutinization.

Polit and Hungler state the review of literature provides readers with a

background for understanding the significance of the study.10

A descriptive study on nursing students on study habits.

An experimental study on study habits.

Study habits of general adolescents.

6.4.1 A descriptive study on nursing students on study habits.

A study was conducted on correlation of nursing students' study habits to

academic performance of Surigao education centre. This study attempted to ascertain

the study habits of college students towards academic performance. This study

employed descriptive-survey method. The participants of the study were 265 students

in the academic year 2008 - 2009 at Surigao Education Centre. The Instrument used

in this study was questionnaires. The findings as summarized are as follows: There

were more female student participants (70.9%) than male student participants

(29.1%); most of the participants belong to ages 18 - 20 (58.1%); Majority of the

student participants graduated from a private school (52.5%) than public school

(47.5%); 3rd year level nursing has the most number of participants (29.4%)

compared to other year level. As to the extent of the participants’ study habits, the

majority considered that studying by yourself is essential to academic performance by

the highest obtained mean of M = 4.29 with SD = 1.233. On the other hand, the

lowest mean obtained was by Drinking alcohol of M = 1.051 with SD = 1.145. 11

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A cross-sectional study was carried out to ascertain the types of study habits

associated with BFS among a sample of nursing school students in Ile-Ife, Nigeria.

500 students from 6 schools in Ile-Ife were selected using a stratified random

sampling technique. The selected students completed the Socio-demographic Data

Schedule, the Brain Fag Syndrome Scale, and Bakare’s Study Habit Inventory. The

prevalence of BFS was 40.2% (201). The significant measures of study habits that

predicted BFS were homework and assignments, examinations, and written work.

Those with BFS had 3.58 times the odds to perform poorly on homework and

assignments, 3.27 times the odds to perform poorly on examinations, and 1.01 times

the odds to perform poorly on written work compared to those without BFS. The

results of this study suggest that homework and assignments, examinations, and

written work were significant study habit variables associated with BFS.12

6.4.2 An experimental study on study habits.

Peer teaching among nursing students in the clinical area: effects on student

learning (Iwasiw). It appears to be intuitively obvious that nursing students will

benefit from peer teaching and experiences working with their peers.   This is one of

the first studies which were devoted to working in a clinical setting and objectively

measuring the outcome.   Although limited to surgical units, the data were convincing

that those nursing students who worked with peers in a surgical setting increased both

their motor skills and their cognitive improvement. In addition, self-confidence and

social support were improved.13

A recent study in “The New York Times” on studying and the brain

highlights the benefits of two points from recent Academic Support Workshops says,

first, when studying, one should look for ways to "tie" the particular information they

are trying to learn to other things that will make it easier for them to remember. But

research shows that another way to make those memory connections is to change their

study location from time to time. The other point he tried to make was that they

should break up their studying for each course into different components.  The best

students break their weekly studying into Reading and Briefing, Filling in Note Holes,

Doing Practice Questions, Memorizing, and Working on Outlines.  This recent study

also highlights the importance of doing just that. As the study also points out, their

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studying is all about building the neural framework and pathways they need to be able

to retrieve information quickly and effectively for the exam.14

A study was conducted to examine the study habits of 234 undergraduate

nursing students in a variety of nursing courses in a baccalaureate-nursing program.

In this study 94% female with 73% between the ages of 18 and 24. The average GPA

(Grade Point Average) is 3.17. Their Goal was to find out the Ascertain if a

correlation exists between study skills as measured by the Study Habits Inventory

(SHI) and GPA. Their Preliminary analysis showed that students worked from zero to

more than 40 hours per week with 17.2% working more than 20 hours per week. .

Although study time varied from less than five to more than 30 hours per week, 49%

of the sample spent less than 10 hours per week studying. Although there was not a

significant correlation between current GPA (nursing courses only) and ACT scores,

there was a significant correlation between overall GPA and ACT indicating that ACT

may be a predictor for general studies success but not for academic success in

nursing. So this study recommends assisting nursing students in identifying and

developing positive study habits that will positively impact academic goals and

ultimate success in nursing school. 15

6.4.3 Study habits of general adolescents.

A study was conducted on relationship of study habits with educational

achievements. The study, aimed at the determination of the effect of the study habits

on the achievements of students, was undertaken in the University of Agriculture,

Faisalabad. All the 150 students of B.Sc. Home Economics and M.Sc. Home

Economics (Food and Nutrition) during the year 2000-2001 were taken for the study.

The data were collected with the help of an interview schedule. The results indicate a

strong impact of study habits on the educational performance of learners. The study

concluded that there existed a significant and positive relationship between

achievements of the students and the said factors like schedule of study, habit of notes

taking and writing back.16

A study was conducted on study habits of postgraduate students in selected

Nigerian universities. The objective of this study is to examine the study habits of

postgraduate students in selected Nigerian universities, looking at duration, place of

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study, materials used for study, and their main motivators. Forty questionnaires were

distributed to five Nigerian university postgraduate schools, for a total of two

hundred. The study concluded that there are still barriers to create a study

environment that will inculcate good study habits in postgraduate students. The

library is still the best place for quiet study. There should be privacy and reading

materials, computers, printers, reference materials, email stations, comfortable

lighting, and a quiet atmosphere.17

A study has reported that academic failure is often attributed by educators to a

lack of motive power in the students or the ineffective utilization of such power by

inappropriate study habits (Entwistle & Percy, 1973). In previous research (Entwistle

& Entwistle, 1970), a series of inventories were invented initially for the specific

purpose of predicting subsequent levels of academic performance. In the main study,

an inventory with two scales (achievement-striving and study) was used. 1087 first-

year students from seven universities completed these scales and correlations with a

subsequent major were calculated. The highest correlation reported described

engineering as having the best study habits.18

Entwistle's first study aimed at identifying factors of academic motivation was

reported in 1968. This study was conducted at Aberdeen, Scotland, with 2,707 13-

year-old students using a self-rating inventory. The inventory was constructed to

assess academic motivation and contained 24 true-false items. Entwistle (1968)

reported that they were influenced by research in the United States that attempted to

relate academic motivation to the more general trait of achievement motivation. They

were particularly impressed with the research of Finger and Schlesser (1965) on

academic motivation.19

The relationships between caffeine consumption and study habits were

investigated.Participants,20 male and 59 female college undergraduates of Lavola

University New Orleans (N=79), completed surveys regarding their caffeine

consumption levels and study habits , which included their anxiety levels. It was

hypothesized that the high levels of caffeine consumption will result in unhealthy

study habits. The participants supplied us with demographic information such as age,

gender, GPA, and class standings. Participants rated their caffeine consumption levels

and their study habits. Results indicated that there was not a relationship between

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caffeine consumption and the amount of time participants of studied per session.

Compared to participants who had not consumed caffeine, there was also no

significant difference. When reviewing each survey, the largest amount of cups of

caffeine consumed per study session was three cups. The study concluded that

participants knew their limits when consuming caffeine and chose not to exceed their

limits.20

6.5 STATEMENT OF THE PROBLEM

A comparative study to assess the study habits among fourth year

B.SC and Third year GNM Nursing students in selected Nursing Institutes at

Bangalore.

6.6 OBJECTIVES OF THE STUDY

6.6.1 To assess the type of study habits among B.SC nursing students.

6.6.2 To assess the type of study habits among GNM Nursing students.

6.6.3 To compare the types of study habits between B.SC and GNM nursing

students.

6.6.4 To determine the association between the types of study habits and

demographic variables of fourth year B.SC nursing students.

6.6.5 To determine the association between the types of study habits and

demographic variables of third year GNM nursing students.

6.7 OPERATIONAL DEFINITIONS Assess: In this study, it refers to compare the performance e of study habits

among nursing students..

Students: In this study, it refers to male or female, studying in fourth year

BSC and third year GNM.

Study Habits: Study habits can be defined as buying out a dedicated

scheduled and un-interrupted time to apply one's self to the task of learning.

Without it, one does not grow and becomes self-limiting in life.

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Fourth year BSC Nursing: Students who are studying, Fourth year Basic

BSC nursing program, Rajiv Gandhi University and Health Sciences,

Bangalore.

Third year General Nursing and Midwifery: Students who are studying

Third year General nursing and Midwifery program, Karnataka State Diploma

nursing and Education board, Bangalore.

College of Nursing: In this study it refers to an educational establishment for

training of nurses recognized by Rajiv Gandhi University and Health Sciences,

Bangalore.

School of Nursing: In this study it refers to an educational establishment for

training of nurses recognized by Karnataka State

Diploma nursing and Education board, Bangalore

6.8 HYPOTHESISH0: There will be not being significant difference between study habits among Fourth

year BSC nursing and General nursing and midwifery students.

H0: There will not be significant association between types of study habits of Fourth

year BSC Nursing students with their selected demographic variables.

H0: There will not be significant association between types of study habits of third

year GNM Nursing students with their selected demographic variables.

6.9 ASSUMPTIONS Both BSC and GNM nursing students may follow good study habits.

6.10 DELIMITATIONS Study is delimited to all category of students with their various Academic

Performance.

7 MATERIAL AND METHODS:-

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7.1 RESEARCH APPROACH

Survey approach will be used to carry out the study.

7.2 RESEARCH DESIGN

Descriptive design.

7.3 SETTING

The study will be conducted in selected nursing institutes, Bangalore.

7.4 POPULATION

The population of the present study consists of fourth year BSC nursing and

Third year GNM nursing students.

7.5 SAMPLE

Those are fulfilling the inclusion criteria.

7.6 SAMPLE SIZE

N= 100 (n=50; n=50)

7.7 SAMPLING TECHNIQUE

Simple Random Sampling Technique

7.8 SAMPLING CRITERIA

Inclusion criteria:

Students who are willing to participate. Students who are available during the period of data collection. Students who can communicate in English or Kannada.

Exclusion criteria:

Students who are absent Students who are psychologically ill

7.9 VARIABLES

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Variable is “an attribute of a person or object that to varies, that is taken on different

values”.

1. Study Variable: Study habits.

2. Extraneous variable: Age, sex, educational status, type of family,

size of family, source of income, type of housing, hobbies and source of

information.

7.10 TOOL FOR DATA COLLECTION

The tools to be used for this research study are as follows:

1. Tool to determine the demographic variables. 2. Study Habits scale.

7.11 METHODS OF DATA COLLECTION

Structured interview schedule method

7.12 METHODS OF DATA ANALYSIS AND PRESENTATION

Data will be analyzed by using descriptive and inferential statistics such as

Mean, Standard Deviation and Chi-square test.

7.13 DURATION OF DATA COLLECTION

6 Weeks

7.14 PROJECTED OUTCOME

By knowing the students type of study habits, the investigator can inform the

respective teachers to help them to follow better study habits.

7.15 DOES THE STUDY REQUIRE ANY INVESTIGATION OR

INTERVENTION TO BE CONDUCTED ON PATIENTS OR

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OTHER HUMANS OR ANIMALS? IF SO PLEASE DESCRIBE

BRIEFLY.

No

7.16 HAS ETHICAL CLEARANCE BEEN OBTAINED FROM YOUR INSTITUTION

Ethical clearance had been obtained from:

1. Research committee of Srilakshmi College Of Nursing2. Authorities of selected schools in Bangalore.

8. LIST OF REFERENCES:-

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Students.vol 28. 2006 Jun; p 35-45. Available from: http//www.pu.edu.pk.

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Internet-Usage-On/381035

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2006. Available from : URL:

http://www.parenting-child-development.com/study-habits.html

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Students-Study-Habits/21369

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secondary school students with brain fag syndrome. Lagos State

University College of Medicine. Page press publications. Scholarly open

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Universities. Readers Services Division. Delta State University Library.

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