Impact of Embedded Remediation in Literacy Skills for First Semester Practical Nursing Students in one Ontario College Program

The purpose of this research study was to explore whether first semester Practical Nursing (PN) students who received embedded remediation performed better academically than their colleagues who did not, and the relationship between those students’ demographic characteristics and their performance in the intervention. More specifically, the study examined the relationships between the PN students’ communication skill level and academic performances as reflected in their performance in two core nursing courses and end of semester retention rates. This was a post ex-facto intervention case study of Urban College (pseudonym). Forty-eight students participated for a response rate of 42%. Cohort I consisted of 25 participants (11 remedial and 14 non-remedial) and Cohort II included 23 participants (12 at-risk and 11 non-remedial). It compared the performance of the experimental group which had experienced a remedial intervention with that of the at-risk control group that had not experienced the intervention. Demographic characteristics of these two groups were compared with those of their colleagues who had been designated as non-remedial. The quantitative data analyzed supported the main finding that participation in embedded remediation had a positive impact on the retention of participating students. The qualitative data captured the perceptions of these students and the themes that emerged maintain that academic and social integration is important to student attainment. The findings support the theoretical frameworks that grounded this study: Tinto’s Student Integration Model and Learning Communities in Higher Education. The findings in this study have implications for practice, policy and further research aimed at improving the success rate of those students who enter PN programs with inadequate communication skills. Addressing these issues is crucial so that the learning needs of all students are met; particularly those preparing to enter the health care field where communication skills are critical for providing safe patient care. College of Nurses of Ontario applicants are expected to be proficient in the four language skills of writing, reading, speaking and listening. Although the findings of this case study are not generalizable, I hope the findings will be of interest to other educators wanting to assist underprepared post-secondary students struggling with communication challenges.Ph.D