I predittori precoci e modificabili del rendimento accademico degli studenti del Corso di laurea in Infermieristica: protocollo per uno studio prospettico

Lorenzo Farina; Federico Contu; Maura Lusignani

doi:10.54103/dn/24087

Autori

Lorenzo Farina Dipartimento di Biomedicina e Prevenzione, Università degli studi di Roma “Tor Vergata”; Dipartimento di Scienze Biomediche per la Salute, Università degli studi di Milano https://orcid.org/0009-0002-1022-0309
Federico Contu Dipartimento di Psicologia dei Processi di Sviluppo e Socializzazione, Università degli Studi di Roma “La Sapienza”; UniSR-Social Lab., Università Vita-Salute San Raffaele, Milano https://orcid.org/0000-0003-0454-8527
Maura Lusignani Dipartimento di Scienze Biomediche per la Salute, Università degli Studi di Milano, Milano

DOI:

https://doi.org/10.54103/dn/24087

Parole chiave:

Studenti di infermieristica, Predittori, Abbandono del corso, Insuccesso evitabile, mantenimento degli studenti, Rendimento accademico, fallimento accademico

Abstract

BACKGROUND: Il fallimento accademico interessa fino al 69,4% degli studenti di Infermieristica. Questo fenomeno ha costi sociali e formativi rilevanti, aumenta la carenza infermieristica e costituisce un indicatore di inefficienza dell’università. È noto che la motivazione intrinseca, l’autoefficacia percepita, il tempo di studio e la frequenza assidua alle attività didattiche influenzino il risultato accademico ma rimane da determinare quali fattori influenzino (a) quanto tempo gli studenti dedicano allo studio e (b) la frequenza alle attività didattiche.

OBIETTIVO: Identificare i predittori precoci e modificabili del rendimento accademico degli studenti e individuare i fattori su cui è possibile intervenire per prevenire l’insuccesso evitabile.

IPOTESI: Il rendimento accademico può essere predetto da (a) frequenza alle lezioni, (b) ore di studio e (c) tendenza ad iscriversi e sostenere gli esami. Questi fattori sono influenzati (a) dalla difficoltà percepita ad affrontare gli impegni didattici, (b) dall’importanza attribuita a diventare infermieri e dall’aspettativa di riuscirci.

METODOLOGIA: Studio longitudinale multicentrico quantitativo: le analisi verificheranno se la difficoltà percepita predica, secondo un andamento quadratico, (a) la frequenza alle lezioni e (b) l’approccio agli esami, e se l’importanza attribuita a diventare infermieri predica in modo positivo e lineare il tempo di studio giornaliero. Inoltre, se la frequenza alle attività didattiche, l’approccio agli esami e il tempo di studio giornaliero predicano secondo una relazione positiva il rendimento accademico.

RISULTATI ATTESI E IMPLICAZIONI PER LA PRATICA: Creare un modello predittivo per identificare precocemente gli studenti a rischio elevato d’insuccesso e identificare i fattori modificabili su cui intervenire per ridurre il numero di studenti ripetenti o rinunciatari.

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