Appreciative Advising to Enhance Academic Major Satisfaction in Prenursing Students
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| Title: | Appreciative Advising to Enhance Academic Major Satisfaction in Prenursing Students |
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| Language: | English |
| Authors: | Burks, Cassondra H. |
| Source: | NACADA Journal. 2022 42(1):64-73. |
| Availability: | National Academic Advising Association. NACADA Executive Office, Kansas State University, 2323 Anderson Avenue Suite 225, Manhattan, KS 66502-2912. Tel: 785-532-5717; Fax: 785-532-7732; e-mail: nacada@ksu.edu; Web site: http://www.nacada.ksu.edu |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Nursing Students, Academic Advising, Student Satisfaction, Majors (Students), First Year Seminars, School Holding Power, Outcomes of Education, Academic Achievement |
| ISSN: | 0271-9517 2330-3840 |
| Abstract: | Nursing students' success and satisfaction with the major require early, proactive practices. This study examined two such practices utilized with prenursing students: freshman seminar and Appreciative Advising (AA). This study explored whether AA integrated into freshman seminar would impact prenursing students' academic major satisfaction. An advisor hosted four AA sessions in group format in freshman seminar throughout the first half of a 15-week semester. This one-group pretest/posttest investigation revealed prenursing students' (n = 81) academic major satisfaction improved at a statistically significant level (Z = -4.11, p < 0.001) with a medium effect (r = 0.32) after a first semester AA intervention. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1356053 |
| Database: | ERIC |
| Abstract: | Nursing students' success and satisfaction with the major require early, proactive practices. This study examined two such practices utilized with prenursing students: freshman seminar and Appreciative Advising (AA). This study explored whether AA integrated into freshman seminar would impact prenursing students' academic major satisfaction. An advisor hosted four AA sessions in group format in freshman seminar throughout the first half of a 15-week semester. This one-group pretest/posttest investigation revealed prenursing students' (n = 81) academic major satisfaction improved at a statistically significant level (Z = -4.11, p < 0.001) with a medium effect (r = 0.32) after a first semester AA intervention. |
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| ISSN: | 0271-9517 2330-3840 |
