Do Learning Strategies have an Impact on Academic Performance in Nursing Undergraduates?

Currently, educators worldwide are shifting from a teacher-centred paradigm to a student-centred instruction. The concept of ‘learning strategies’ consists of a wide variety of behaviours and learning activities. There are very less number of studies in the field education regarding learning strategies used by students and all the more in nursing students. Hence the present study was undertaken to identify learning strategies used by nursing graduates and compare it with their academic performance. The present study is a descriptive study with cross sectional survey design. Total 32 BSc Undergraduate Nursing students from selected college were randomly recruited in the study. Data collected at one single point to avoid any contamination with seven point rating scale. Out of 32 nursing students the commonly used learning strategy was frequent review (69%) and rarely used learning strategy by nursing students was deep learning (10%). Most of the high performers commonly use frequent review as learning strategy, (79%) and 13% low performers rarely use frequent review as their learning strategy. Low performers rarely use (13%) deep learning as their learning strategy and also most of them (69%) commonly use time management related to study as learning strategy. The present study high lights the need for frequent review for improvement of academic performance.