| Learning Objective #1: Describe strategies to promote active learning in academically at-risk students | |||
| Learning Objective #2: Discuss the use of modeling and role-modeling theory and case management to promote lifelong learning perceptions in academically at-risk students |
To facilitate at-risk students' role transition to become active learners who value life-long learning, The Caring Place project was established combining case management and Modeling and Role Modeling theory. At-risk students were assigned a faculty Care Manager to promote students' use of learning resources on-campus and address personal issues impeding students' learning. Also, The Caring Place provided individual assistance with questions and small group facilitated learning sessions.
At-risk students' perceptions of active learning and life long learning were studied using semi-structured interviews. Purposive selection was used to select six at-risk students (ADN = 4, BSN = 2) who participated in The Caring Place for two semesters and successfully progressed in the nursing program. Taped interviews were used to collect data from the students regarding their perception of active and life-long learning, and how The Caring Place impacted their perceptions.
Content analysis of each transcribed interview was conducted, and trustworthiness of the themes identified was established. Examples of themes included perceiving The Caring Place as “reinforcing” and giving a “boost” to their active learning, and “knocking down roadblocks” toward life-long learning. Results related to life-long learning were triangulated with visual analog scale data (before Caring Place M = 4.75; after M = 8.58).
The findings suggest that The Caring Place project facilitated academically at-risk students' active and life-long learning. Retention of at-risk students may positively influence the number of graduates available to enter the workforce. Also, students' perception of life-long learning may benefit their nursing careers.