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