Abstract
Introduction: The purpose of this longitudinal study was to evaluate the effectiveness of an intervention designed to assist at-risk students in developing self-directed learning skills. At-risk students are defined as earning a course grade less than 75% at midsemester in any required course within their degree plan. The aim of this study was to improve academic performance of at-risk students in interprofessional education at a school of health professions.
Methods: Institutional Review Board approval was applied for and granted. As part of a formal remediation plan, at-risk students were offered formal instruction on the concepts presented in McGuire’s (2015) Teach Student How to Learn and Ambrose’s (2010) How Learning Works 7 Research-Based Principles for Smart Teaching. Participants completed a pre-intervention assessment to determine their prior knowledge and use of these strategies. An active learning lecture was provided on active reading, active note taking, homework strategies, fixed mindset, and metacognitive skills in learning.
Analysis: Participants received a pre-test determining their prior knowledge and experience with these concepts, which were presented in the intervention. A post-test determined participants’ perception of the value of the intervention and commitment to practice the skills. Additionally, participants’ academic progress was tracked, and, each semester, a self-report survey determined the extent to which the participants used the skills taught.
Discussion: Participants reported that through metacognition that goals were performance rather than learning-based due to overwhelming tasks the strategies demanded. Competing priorities with studying was reported. Participants identified the need to prioritize educational versus personal goals based on value. With this intervention, most participants successfully completed their program of study.
Conclusions: Participants reported that semester surveys acted as a motivator to remain committed to using the skills and the skills aided in academic improvement and program success. This was supported by tracking participants’ grades and graduation rates.
Health profession education programs have rigorous admission criteria and educate students where workforce shortages exist. While student capacity and funding based on enrollment are motivations for student retention, faculty want students to succeed.
Notes
References:
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010) (Seminal reference). How Learning Works: Seven research-based principles for smart teaching. John Wiley & Sons.
Education - Physiology Education; (2019). Reports on Physiology Education Findings from Wingate University Provide New Insights (Development and assessment of an academic performance enrichment program for low-performing, first-year pharmacy students). In Education Letter (pp. 277-). NewsRx.
Fahd, K., Venkatraman, S., Miah, S. J., & Ahmed, K. (2022). Application of Machine Learning in Higher Education to Assess Student Academic Performance, At-Risk, and Attrition: A meta-analysis of literature. Education and Information Technologies, 27(3), 3743–3775. https://doi.org/10.1007/s10639-021-10741-7
McGuire, S. Y. (2015) (Seminal reference). Teach Students How to Learn: Strategies you can incorporate into any course to improve student metacognition, study skills, and motivation. Stylus Publishing, LLC.
Oumar, Z. (2022). How Effective Are Utility-Value Interventions, Aimed at Improving the Academic Performance of STEM Students Aged 18 to 25, in Higher Education Settings? DECP Debate, 1(183), 6–20. https://doi.org/10.53841/bpsdeb.2022.1.183.6
Rodríguez-Rodríguez, D., & Guzmán, R. (2021). Academic performance of secondary education students in socio-familial risk contexts. Suma Psicologica, 28(2), 104–111.
Sigma Membership
Phi Gamma (Virtual)
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Coaching, Teaching and Learning Strategies, Interprofessional, Interdisciplinary, At-risk Students, Academic Performance
Recommended Citation
Lee, Susan K.; Caldwell, Shaun T.; and John-Baptiste, Sandra, "Measuring Success of Students at Risk: Mentoring Students in Becoming Self-Directed Learners" (2025). International Nursing Research Congress (INRC). 131.
https://www.sigmarepository.org/inrc/2025/presentations_2025/131
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Measuring Success of Students at Risk: Mentoring Students in Becoming Self-Directed Learners
Seattle, Washington, USA
Introduction: The purpose of this longitudinal study was to evaluate the effectiveness of an intervention designed to assist at-risk students in developing self-directed learning skills. At-risk students are defined as earning a course grade less than 75% at midsemester in any required course within their degree plan. The aim of this study was to improve academic performance of at-risk students in interprofessional education at a school of health professions.
Methods: Institutional Review Board approval was applied for and granted. As part of a formal remediation plan, at-risk students were offered formal instruction on the concepts presented in McGuire’s (2015) Teach Student How to Learn and Ambrose’s (2010) How Learning Works 7 Research-Based Principles for Smart Teaching. Participants completed a pre-intervention assessment to determine their prior knowledge and use of these strategies. An active learning lecture was provided on active reading, active note taking, homework strategies, fixed mindset, and metacognitive skills in learning.
Analysis: Participants received a pre-test determining their prior knowledge and experience with these concepts, which were presented in the intervention. A post-test determined participants’ perception of the value of the intervention and commitment to practice the skills. Additionally, participants’ academic progress was tracked, and, each semester, a self-report survey determined the extent to which the participants used the skills taught.
Discussion: Participants reported that through metacognition that goals were performance rather than learning-based due to overwhelming tasks the strategies demanded. Competing priorities with studying was reported. Participants identified the need to prioritize educational versus personal goals based on value. With this intervention, most participants successfully completed their program of study.
Conclusions: Participants reported that semester surveys acted as a motivator to remain committed to using the skills and the skills aided in academic improvement and program success. This was supported by tracking participants’ grades and graduation rates.
Health profession education programs have rigorous admission criteria and educate students where workforce shortages exist. While student capacity and funding based on enrollment are motivations for student retention, faculty want students to succeed.
Description
Health profession education programs have rigorous admission criteria and educate students in fields with workforce shortages. The purpose of this longitudinal study was to evaluate an intervention for at-risk students using self-directed learning skills. The aim was to improve interprofessional education students’ academic performance who reported that surveys motivated them to use the skills for academic improvement. This was supported by participants’ grades and graduation rates.