Cross-sectional online survey of nursing graduates’ academic difficulties and related factors

Abstract

Objective: The aim was to explore the ratio of and differences in academic difficulties experienced by nursing graduates with associate or diploma degrees and baccalaureate degrees and the factors related to these difficulties.

Methods: A quantitative cross-sectional online survey was conducted with graduate students in the master’s program in nursing from 144 graduate schools throughout Japan. Data were collected from November 2014 to December 2014. Of 1,366 potential respondents, 304 completed the survey (22.3%) and the data of 268 respondents who met the criterion were included in analysis. Experience of academic difficulties was regressed onto characteristics of respondents, such as nursing degree, Self-Directed Learning Readiness (SDLR) score, and having experience in academic activities.

Results: Of the respondents, 227 (84.7%) reported they have always or frequently experienced academic difficulties. However, there was no difference in the extent of academic difficulties experienced by respondents with the different nursing degrees. Not having experience in academic activities (odds ratio [OR] = 2.05; 95% confidence interval [CI], 1.02-4.25) and reporting SDLR score less than 150 points (OR = 2.40; 95% CI, 1.18-4.83) were significantly associated with academic difficulties in the graduate school.

Conclusions: Most respondents experienced academic difficulties. To promote effective education in the graduate school, pre-educational programs conducted by universities where students can gain experience in academic activities may be effective in reducing academic difficulties experienced by them. Simultaneously, examining how to inculcate an autonomous learning attitude is necessary for both nursing graduate students and graduate schools.