Methods: A cross-sectional descriptive correlational design was employed. All students (BSN and Assistant Nursing (AN)) enrolled at a rural community college in Jamaica were included (n = 117). To collect demographic and cognitive engagement data, items from the NSSE 2013 The College Student Report and The Engagement in Academic Work tool were combined to form a 33-item Cognitive Engagement Survey. Respondents’ grade point averages (GPA) were obtained from anonymized records. The relationships between cognitive engagement and GPA were examined using Spearman’s rho, Tukey post-hoc test and ANOVA, assisted by SPSS® version 20.
Results: The response rate was 88% (n=103); 69 from the BSN years one to three and 34 from the AN group. Most respondents were 22 years and older (67%). Mean GPA was 2.49 ± 0.518; 59.2% of respondents achieved GPAs between 2.00 and 2.99, 23.3% had GPA ≥ 3.00, while 17.5% failed (GPA ≤ 1.00). The majority BSN and Assistant Nursing students (80% & 62% respectively) reported surface cognitive processing. A statistically significant relationship existed between deep cognitive engagement and academic performance (F [2, 100] = 3.35, p = .039).
Conclusion: Most students utilized surface levels of cognitive engagement regardless of programme type with little effect on pass rates; however, deep cognitive engagement influenced the quality of academic performance. The need for critical clinical reasoning in patient care requires that teaching methodologies be examined with a view to stimulating the use of deep cognitive engagement among nursing students.
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