Predicting early academic achievement in a baccalaureate nursing program.
ABSTRACT Baccalaureate nursing programs are under increased pressure to graduate greater numbers of students to meet the demands of the nurse workforce of the future. Schools of nursing are admitting larger cohorts of students, but early academic achievement in the nursing major and retention are problematic. Historical predictors of early academic achievement, such as scholastic aptitude, may not be the best for identifying students at risk of early academic failure. Increasingly, baccalaureate nursing programs are relying on standardized nursing aptitude tests to evaluate the readiness of applicants for the nursing major. However, reliable predictors of early academic achievement have yet to be identified. The purpose of this study was to explore whether scholastic aptitude and nursing aptitude are predictive of early academic achievement in a baccalaureate nursing program. Using an exploratory descriptive design, data from 164 sophomore nursing students were examined. The data indicated that scholastic aptitude and nursing aptitude together predicted 20.2% of the variance in early academic achievement, with scholastic aptitude accounting for 15.4% of the variance.
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ABSTRACT: As medical knowledge and technology becomes more complex, twenty-first century nurses are required to possess an advanced understanding of many bioscience concepts. It is now recognised that without this advanced knowledge, nurses will not be sufficiently prepared to deal with the intellectual and technological demands of today, let alone the future. While the importance of bioscience education to nursing practice has been long recognised, nursing students, as a group, have a well documented struggle with science subjects. This struggle has been largely attributed to the lower university entrance scores required for nursing courses and a lack of previous science study. However, as in any complex system, a multitude of factors are likely to be responsible for the difficulty faced by many nursing students in their science studies. In this paper, we argue that a lack of engagement with science early in a student's life can significantly influence student's feelings towards science subjects, the achievement goals that they set themselves, and their interest in learning science. Given the wealth of evidence that high-school students are avoiding science-based subjects, low levels of engagement with science and high-levels of anxiety towards science-based subjects are issues increasingly faced by tertiary science educators. As such, understanding the science background of students, and improving their attitudes and feelings towards science, is a critical first step in helping nursing students learn the science required for their future practice. 'To practice safely and effectively, today's new nurses must understand a range of nursing knowledge and science, from normal and pathological physiology to genomics, pharmacology, biochemical implications of laboratory medicine for the patient's therapies, the physics of gas exchange in the lungs, cell-level transport of oxygen for the acutely ill patient, as well as the human experience of illness and normal growth and development – and much more.'
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ABSTRACT: ZET Bu çalışmada, öğretmen adaylarının akademik mezuniyet ortalama puanı ile KPSS puanı arasındaki ilişki derecesi araştırılmıştır. Araştırma ilişkisel tarama modeline dayalı olarak yürütülmüş ve araştırmada 2008-2009 akademik yılında Kocaeli Üniversitesinden mezun olan 330 öğretmen adayının akademik ortalama ve KPSS puanları kullanılmıştır. Akademik ortalama ile KPSS başarısı arasında yapılan değişik analizler sonucunda hem zayıf ve hem de güçlü ilişkiler belirlenmiştir. Genel anlamda üniversite mezuniyet ortalamaları ile Eğitim Bilimleri başarısı arasında ilişkinin yüksek, diğer taraftan Genel Yetenek ve Genel Kültür başarısı arasında ilişkinin zayıf olduğu söylenebilir. Ayrıca araştırmada akademik ortalamanın, KPSS puanına ilişkin toplam varyansın %10'unu açıklarken, ilgili analizler her bir bölüm için ayrı ayrı yapıldığında değerlerin %21 ile %12 arasında değiştiği belirlenmiştir. Araştırmada elde edilen sonuçların, Eğitim Fakültesinde okutulan öğretim programlarına ve KPSS'in iyileştirilmesini amaç edinen çalışmalara katkı sağlaması umut edilmektedir.