Reinke, Nicole B. (2018) The impact of timetable changes on student achievement and learning experiences. Nurse Education Today, 62. pp. 137-142.

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Abstract

Background: Many pre-registration nursing programs in Australia use distributive models of clinical placement whereby students attend placement on regular days each week of the teaching semester. The use of this model offers practical advantages by increasing the placement offerings, but reduces the weekdays available for students to attend on-campus classes. The impact of introducing this model on the delivery of on-campus classes has not been examined.

Objectives: The aim of this study was to explore the impact of delivering classes using a condensed weekly timetable on the academic achievement, learning experiences and approaches to learning of pre-registration Bachelor of Nursing Science students at an Australian regional university.

Methods: This was a mixed methods study, including Likert-type and free text responses. Second-year students studying Human Pathophysiology and Pharmacology were invited to complete a questionnaire about their learning practices and experiences; student grades were obtained from official university records.

Results: The academic achievement of students learning under the condensed class schedule was approximately 7.5% lower than that achieved by cohorts prior to the timetable changes. This resulted in an additional 9% of the cohort failing the subject compared to previous cohorts. Many students reported that they did not prepare adequately for classes and that their learning experiences were negatively impacted by the condensed class timetable.

Conclusions: The incorporation of a distributed model for clinical placements required major changes to the delivery of on-campus coursework classes and added to the semester workload for some Nursing Science students. These changes coincided with lower academic achievement by students learning Human Pathophysiology and Pharmacology and poorer quality learning experiences. The development of students' awareness of how they study and the effectiveness of their study practices may help them to develop self-regulated learning skills which will assist them to succeed in diverse learning environments and workplaces.

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