Examining the academic status of students of Shahid Beheshti College of Nursing and Midwifery in Rasht and related factors in the academic year

Abstract

Introduction: considering the role of universities in training the specialist workforce needed by society, examining the state of the educational system and awareness From the strengths, weaknesses and shortcomings in the students' education process, it is necessary to design and implement appropriate educational programs. The purpose of this study is to determine the academic status of the students of Shahid Beheshti College of Nursing and Midwifery in Rasht and the related factors.

Materials and methods: This descriptive-cross-sectional study was conducted on 204 undergraduate students of nursing and midwifery in Shahid Beheshti College of Rasht. The tool used in the research was a three-part questionnaire including individual, family and educational factors. To measure the academic status, the average grade point average of all academic semesters (GPA) was used. So that the total GPA above 16 was considered as good academic status and the total GPA below 16 was considered as inappropriate educational status. The data was analyzed by SPSS software version 18 and using descriptive and inferential statistics. Results: The findings of this study showed that the majority of students (74%) were female, aged ? 22 years (79%). 17% of students had a history of failing courses and 6% of them had a history of probation, especially in the first and second semesters. The majority of students (61%) of Shahid Beheshti College of Nursing and Midwifery in Rasht had poor academic status. between the academic status of students and individual factors such as female gender (p < 0.001), marital status (p < 0.023), diploma average (p < 0.001), the distance between obtaining a pre-university degree and entering the university (p < 0.002), failing courses (p < 0.001), being conditioned (p < 0.003), being interested in the field of study (p < 0.011), having a regular schedule for study (p < 0.002), being native (p < 0.046), being employed while studying (p < 0.001) and responsibility for financing the family (p < 0.009), family factors such as monthly family income (p < 0.046) as well as educational factors including academic self-efficacy (p < 0.001), stress and time pressure (p < 0.007) and participation in university activities (p < 0.014). Statistical significance was observed.

Conclusion: The results of the research showed that there is a statistically significant relationship between the academic status of students and some individual, family and educational factors of the comprehensive field. Therefore, it is suggested that the above factors be considered in the educational planning of nursing and midwifery students and their recruitment.

Keywords: educational situation, nursing students, nursing education

The main mission of universities is to train specialized human resources needed by society, promote and improve knowledge, expand research and provide a favorable environment for development. is the country In this regard, the existence of a monitoring and evaluation system in the educational system of the university in order to determine the strengths and weaknesses, to improve the quality of education and training of human resources responsive to the needs of the society, is undeniable (1). One of the important indicators of evaluation [1] of universities is measuring the performance or academic status of students (2), which includes judging students' mastery of basic knowledge and skills, measuring student progress over time, identifying their problems in order to provide appropriate feedback to students, evaluating the effectiveness of lessons and motivating them to study (3). Performance or academic status[2] refers to the progress[3] or decline[4] of students' education, which is measured by various tools such as the total grade point average, conditional semesters and the number of failed or passed units(4). Academic progress is a regular process to determine and recognize the progress of learners in achieving educational goals (5), which is a measurable concept and is measured with a tool called a test (6) and the grades of courses or academic courses can be considered as a criterion for determining academic progress (7, 8). 

     In contrast to academic progress, the term academic drop or wastage is proposed (9), which is the inability and failure to complete and successfully complete the formal education course (10) and can be examined by various criteria such as probation, repeating lessons, extending the duration of education, expulsion, withdrawing, dropping out, etc. (11). In fact, one of the important reasons for examining the educational status is to determine and prevent academic failure (12). Academic dropout is a serious problem, as about 50% of students face academic dropout in the first year of entering university. Academic failure in the form of suspension of education, dismissal and dropout causes great damage to higher education in our country and other countries in the world in terms of annual educational expenses. The Australian National Higher Education Center [5] has estimated the annual drop rate of students in this country to be around 70-80% (13). At Lancaster University in Australia, 11% of students failed to receive their bachelor's degree during 6 years of study, which has reduced the efficiency of this university (4). Lazin and Numan, in a study aimed at determining the predictors of academic failure in American students, showed that 12.6% of medical science students of a university suffered from academic failure, which was often due to their academic inadequacy (14). Also, the study of Arulampalam [6] in England showed that the dropout rate of first year medical students was 3.8% (15). In our country as well, academic failure has wasted tens of billions of Rials from the country's budget every year and has caused the potential forces and human capital of the society to remain fruitless (16). Adalatkhah et al. have reported the drop in academic performance of Ahvaz University of Medical Sciences students by 43.9% in male students and 20% in female students (17). Farhadi et al., in the study of the factors affecting the academic drop of daily students of Lorestan University of Medical Sciences, the rate of academic drop in female students was 3.66% and in male students 69.6%, and the lowest rate of academic drop was related to the field of intelligence (18). Alikhani et al reported the frequency of academic failure in 189 nursing students of the Army University of Medical Sciences as 32 (16.9%) (19). Tagrabi et al., in a discussion with the aim of determining academic dropout indicators and factors related to it in the paramedical faculty of Kashan University of Medical Sciences, showed that the total grade point average was unfavorable in 209 students (14.5%) (20). Also, Reofi et al. reported the drop rate of Tabriz University students, respectively, in dentistry 22.9%, physiotherapy group 12.5%, nursing and midwifery 10.6%, pharmacy 9.8%, medicine 7%, nutritional health 6.4% and paramedicine 4.7%(21).  In general, academic dropout as one of the problems of educational systems in all countries, including Iran, has been noticeably observed at different stages of the university, and it has many spiritual, psychological, family and social consequences for students (22, 23). Regardless of mental-psychological problems and deprivation of education, this educational problem in the fields of medical sciences has caused a decrease in the efficiency level of the graduates of these professions, and in turn, it will result in life and financial damages and many social dissatisfactions (23,24). As it was said, the conducted studies show a high prevalence of academic failure, but the reported statistics regarding the fields of the medical sciences group are very different, and reasons such as the difference in the criteria under study and the field of study can justify the reason. Emphasizing the 12% prevalence of academic failure among students of medical sciences universities in the country, researchers have pointed out the necessity of a vigilance education system capable of screening and identifying students at risk in order to prevent adverse and in many cases irreparable complications (23,24,25). Because with the timely identification of students at risk and the intra-departmental cooperation of educational, student and cultural units in universities and the efforts of guidance professors, it is possible to improve their academic status. Obviously, it is necessary to identify students at risk and to prevent academic failure and its consequences, to explain and identify risk factors (10).        

     In general, the academic status of students is considered as a complex process that is influenced by the mutual influence of factors that are both related to the educational institution and related to the student's individuality (29). Based on this, education experts have divided factors related to educational status into two categories: external factors (environment) [7] and internal factors (individual) [8] (27).