The lived experience of transfer students in a collaborative baccalaureate nursing program
Notice bibliographique
Résumé
Community college students who transfer to universities face innumerable challenges. These have been well documented in the American literature on transfer; however, there has been relatively little published research on transfer in Canada and a dearth of information about articulated professional programs with a collaborative curriculum. This study is intended to add to both the Canadian literature on transfer between community colleges and universities and the literature on inter-sectoral collaboration in professional education, more specifically in nursing education. The purpose of this study was to explore the lived experience of transfer students in a collaborative baccalaureate nursing program. Key elements comprising the foundation for the study are the literature on the development and evolution of college to university transfer in Canada and the United States, the organization and reform of nursing education, and the theoretical perspectives explaining persistence and transition in postsecondary education. Utilizing a naturalistic approach, both quantitative and qualitative data were gathered to elucidate the feelings, experiences and satisfaction of third year nursing students in a collaborative articulated program. Fifty-four students responded to a questionnaire and a subgroup of 13 students, selected through purposeful sampling, were interviewed. After an analysis and interpretation of the findings, several themes emerged. It was learned that transferring to university was not the smooth seamless transition expected by the students. For example, students experienced a professional transformation requiring a refraining of their nursing knowledge at university, a finding that is unique to this study. Also the process of transfer was found to cause significant stress. Even after adapting to the university geography, culture, and expectations, students in the closing month of their third year had not become fully incorporated into the mainstream of the university. However, in spite of all of the difficulties adjusting to the university, ultimately students were satisfied with their decision and the overall experience. In fact, they would recommend the program to a friend. On the basis of the findings and the students' suggestions, several general recommendations were made to provide a more seamless transition from college to university in collaborative articulated programs.
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 machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,004 | 0,012 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,013 | 0,014 |
| Communication savante | 0,008 | 0,004 |
| Science ouverte | 0,003 | 0,014 |
| Intégrité de la recherche | 0,003 | 0,006 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 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 source (Gemma direct ou Codex distillé), 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 ».