Students' Perceived Self-Efficacy, Expectations, Barriers, and Support in Enrolling in a Master's Degree Program in Respiratory Care
Notice bibliographique
Résumé
Background:There is an ever-present demand for increasing student enrollment in higher education institutions. Not surprisingly, respiratory care (RC) programs are under pressure to recruit and retain students in both undergraduate and graduate programs. The decision for an undergraduate student to continue their education into an advanced degree program is not fully appreciated. The purpose of this study is to determine students’ perceived self-efficacy, outcome expectations, barriers, and support to attend a Master of Science in Respiratory Care (MSRC) degree program. Methods:The survey developed by Crede and Borrego was modified to use in this study and included questions on undergraduate student self-efficacy, outcome expectations, perceived barriers, and support to attend the MSRC. The perceived impact of the MSRC on career goals was also explored. After receiving IRB approval and informed consent from all participants, 89 undergraduate students in the bachelor’s degree program at Texas State University were surveyed on campus. Results:A total of 87 surveys were collected (42 juniors and 45 seniors) with a response rate of 97%. Participant demographic results demonstrate 90% are female and the average age is 22.54±3.50 years. Self-efficacy results indicate 88.5% believe they would be successful if enrolled in the MSRC program. Only 58.6% have an interest in pursuing the MSRC possibly because 51.7% do not think the MSRC is required for the job they want. However, 98.8% believe the MSRC will create more opportunities for them. Cost (34%), tired of schoolwork (20%), and marriage (10%) are the three main reasons not to attend the MSRC. Also, 71.3% of participants do not know if they can receive financial support for tuition and living expenses in graduate school. Most participants (71%) do not know who to ask about attending graduate school, and 89% of participants think it will be hard to make friends in graduate school. Conclusions:RC students have self-efficacy to attend an MSRC program and believe it will provide more opportunities for them. However, the cost is the main barrier to enrolling in the graduate program and students do not know about resources available to them due to lack of support. This study highlights students’ perceived barriers and challenges in advancing their knowledge and continuing their education with an MSRC degree.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».