The Concept Analysis Of Remediation 15

The Concept Analysis of Remediation 15 THE CONCEPT ANALYSIS OF REMEDIATION

The concept analysis of remediation focuses on understanding how remediation applies within the context of nursing education, specifically related to students who experience academic failure in nursing programs. This paper aims to define the concept by exploring its structure and function, identifying its attributes, antecedents, and a clear conceptual definition. The primary goal is to clarify the meaning of remediation to foster better comprehension among educators and stakeholders, thus enhancing student retention and success rates in nursing programs.

In academic settings, particularly nursing schools, students often encounter difficulties passing challenging courses. Failure rates have risen at many institutions, largely due to insufficient intervention strategies that cater to students at risk of failing. Currently, some colleges permit students to retake the same nursing courses without implementing structured plans for remediation, which results in recurring failures, decreased retention, and compromised preparation for licensing examinations such as the NCLEX. This situation underscores the need for a comprehensive understanding of remediation—what it entails, how it functions, and its expected outcomes—so that it can be effectively utilized as a strategy to improve student success.

Paper For Above instruction

Remediation in nursing education is a critical intervention designed to support students who struggle academically, with the aim of improving their performance, retention, and overall success in the nursing program. While the concept might seem straightforward—providing extra help or a remedial course—the depth of its application, underlying attributes, and implications necessitate a detailed conceptual analysis. This paper systematically explores the concept of remediation through its definitions, attributes, related terms, antecedents, and consequences to establish a clear and operational understanding.

Remediation, at its core, can be understood as an act or process aimed at remedying or correcting a problem—specifically, academic deficiencies that hinder students’ success. According to various dictionaries, remediation involves acts of remedying or fixing existing issues, ranging from environmental damage to educational shortcomings (Dictionary.com, 2012; Merriam-Webster, 2012; Oxford Dictionaries, 2012). In the context of nursing education, remediation is essentially an intervention designed to address students’ lack of mastery of critical knowledge or skills necessary for safe nursing practice and licensure preparedness. The goal is to facilitate optimal learning outcomes and increase the probability of success in subsequent evaluations and licensing exams (Walker & Avant, 2011).

The literature emphasizes certain key attributes that define remediation. First, a 'remedy' or 'solution' constitutes a fundamental attribute, signaling that remediation is intended to correct deficiencies (Sifford & McDaniel, 2007). Second, 'intervention' is crucial—the proactive steps taken by educators or programs to assist struggling students, such as specialized tutoring, remedial courses, or skill enhancement sessions (Davenport, 2007). Third, 'success' signifies that remedial efforts aim to produce positive educational outcomes, enabling students to meet the requisite competencies and graduate (Gallent, MacDonald, & Smith-Higuchi, 2006). Lastly, a 'strategy' or 'plan' is integral, often encompassing a structured, time-bound, tailored approach to address specific learning needs (Hopkins, 2008).

Various related terms complement the concept of remediation. Words like 'support,' 'improvement,' 'intervention,' 'corrective plan,' and 'restorative actions' are often used interchangeably or in conjunction with remediation. These terms highlight the supportive and corrective nature of remediation strategies aimed at fostering student success (Merriam-Webster, n.d.). Conversely, a 'borderline case' of remediation would be an attempt where intervention occurs, but the attributes of structured strategy and success are not fully realized, leading to unsuccessful outcomes—as illustrated by a student who accepts remediation but ultimately fails again despite participation.

Understanding the antecedents—conditions that must be in place prior to remediation—is essential to effective application. These include being a nursing student enrolled in a course, experiencing failure or academic difficulty, and receiving advisement or identification by educators as being at risk (Walker & Avant, 2011). The occurrence of failure in a nursing course acts as a trigger, prompting the implementation of a remediation plan, ideally personalized to meet the student's needs.

The consequences of successful remediation are significant. Primarily, it results in enhanced student achievement, higher retention rates, and improved NCLEX pass rates, which are critical markers of program effectiveness (Nibert et al., 2006). Moreover, remediation can lead to increased confidence among students, better preparedness for clinical practice, and reduced dropout rates, thus benefitting the individual student and the nursing profession at large.

Empirical referents allow measurement and observation of the concept’s occurrence. In practice, this may involve tracking the number of students who participate in remediation and successfully advance or pass subsequent assessments (Walker & Avant, 2011). Data collection might include pre- and post-intervention exam scores, retention rates, and NCLEX outcomes, providing concrete evidence of remediation’s effectiveness (Nibert et al., 2006).

In conclusion, remediation in nursing education is a structured, strategic intervention focused on remedying learning deficiencies to enhance student success. Its attributes include remedy, intervention, success, and strategic planning. Recognizing its antecedents and measuring its outcomes through empirical data are essential for nursing educators aiming to implement effective remedial programs that foster academic achievement, retention, and licensure success.

References

  • Dictionary.com. (2012). Remediation. Retrieved from https://www.dictionary.com/browse/remediation
  • Merriam-Webster. (2012). Remedy. In Merriam-Webster Dictionary. Retrieved from https://www.merriam-webster.com/dictionary/remedy
  • Oxford Dictionaries. (2012). Remediation. In Oxford Dictionaries. Retrieved from https://www.oxforddictionaries.com/definition/english/remediation
  • Sifford, S., & McDaniel, D. M. (2007). Results of remediation program for students at risk for failure on the NCLEX exam. Nursing Education Perspectives, 28(1), 34-36.
  • Davenport, C. (2007). A comprehensive approach to NCLEX-RN success. Nursing Education Perspectives, 28(1), 30-34.
  • Gallent, M., MacDonald, J., & Smith-Higuchi, K. (2006). A remediation process for nursing students at risk for clinical failure. Nurse Educator, 31(5), 235-238.
  • Hopkins, T. (2008). Early identification of at-risk nursing students: A student support model. Journal of Nursing Education, 47(6), 243-248.
  • Nibert, A. T., Adamson, C., Young, A., Lauchner, K. A., Britt, R. B., & Hinds, M. N. (2006). Choosing a theoretical framework to guide HESI exit examination research. Journal of Nursing Research, 45(4), 271-277.
  • Walker, L. O., & Avant, K. C. (2011). Strategies for Theory Construction in Nursing (5th ed.). Pearson Educational Inc.

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