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At 08:35 AM 1/28/1998 -0600, you wrote:
>Would you happen to know anyone with information about/experience with
>SI in Schools of Nursing?
>Gail Platt


Dear Gail,

Following are several selections from the annotated bibliography on SI that
relate directly or indirectly with programs that serve nursing students.
The entire bibliography is available at the SI homepage.  www.umkc.edu/cad/

Loh, H. (1992). Peer Assisted Study Sessions for LSB181, Anatomy for the
Nursing Students, 1992. Unpublished manuscript, Queensland University of
Technology, Brisbane, Queensland, Australia:  Available:  Center for
Supplemental Instruction, University of Missouri-Kansas City, 5014 Rockhill
Road, SASS #210, Kansas City, MO 64110 USA. This report discusses the use
of Supplemental Instruction (SI), which is called Peer Assisted Study
Sessions (PASS) at the local institution with nursing students enrolled in
a anatomy course.  Approximately half the students attended the SI sessions
during the academic term.  The program reduced the failure rate of students
(7.8% vs. 19.1%), increased the percent of students receiving high marks
(5, 6 or 7 on a scale of 0-7), and improved the mode and mean final course
grade.

Lundeberg, M. A., & Moch, S. D. (1995). Influence of social interaction on
cognition:  Connected learning in science. Journal of Higher Education,
66(3), 312-335.  This article explores the use of Supplemental Instruction
(SI) for increasing the academic success of women in science.  "Connected
knowing" -- a preferred learning environment for women that is a personal,
cooperative approach to learning -- is thought by some to more naturally
occur in SI sessions rather than the traditional pedagogical style used by
most classroom professors.  A research study of nursing students at the
University of Wisconsin (River Falls) was conducted to test this idea.
Qualitative research studies of the SI sessions suggested the following
themes:  spirit of cooperation, a circle of community, a shift of power to
the SI participants, and risk-taking behavior (acknowledge uncertainty,
experiment new ideas without fear of lower grades or punishment).
Cognitive learning aspects included confirming the capacity for learning
(encouragement), calibrated teaching (SI leader adjusted SI session
agenda), and connected learning (placing abstract class lectures into
context of personal lives).  The article author provides several
suggestions on how the classroom professor can introduce several of the SI
session activities into their lecture sessions.

Van Lanen, R. J., & Lockie, N. M. (1997). Using Supplemental Instruction to
assist nursing students in chemistry:  A mentoring program's support
network protects high-risk students at Saint Xavier University. Journal of
College Science Teaching, 26(6), 419-423.  This article discusses the use
of Supplemental Instruction (SI) with nursing students in Principles of
Organic and Biochemistry (Chemistry 108) at Saint Xavier University (IL).
Chemistry 108 is the second class in a two-semester introductory chemistry
course designed for freshman nursing students.  After a basic overview of
the SI model, the article discusses a research study to examine the
effectiveness of the SI program. The Chemistry 108 class was composed
mainly of women (94.5%), transfer students (75.8%), and nursing majors
(95.1%).  It was equally distributed between students above and below age
23.  In this study SI participants were defined as students who attended
six or more times.  The SI group received a higher mean final course grade
(2.52 vs. 2.21) and a lower rate of D, F and course withdrawals (14.3% vs.
29.1%).  The authors postulate that due to the variety and complexity of
skills needed to understand chemistry -- complex content mastery, language,
and problem solving -- higher levels of SI attendance are needed to show
more consistent positive academic results.  Three themes emerged from SI
participants concerning why they felt SI was helpful:  (1) working out
problems on the black board; (2) opportunity to share information; and (3)
chance to help each other.

-- David


=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=
David R. Arendale, Associate Director of CAD
University of Missouri-Kansas City, Center for Academic Development
5014 Rockhill Road, SASS #210, Kansas City, MO 64110-2499  USA
Internet:  [log in to unmask]   Voice (Work):  816-235-1197
Fax (Work):  816-235-5156   Voice (Home):  913-789-8314
NADE Homepage:  http://www.umkc.edu/cad/nade.htm
CAD and SI Homepage:  http://www.umkc.edu/cad/
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