Predicting Early Academic Achievement in a Baccalaureate Nursing Program
Oakland University School of Nursing, Rochester, MI 48309, USA. Journal of Professional Nursing
(Impact Factor: 0.95).
05/2007; 23(3):144-9. DOI: 10.1016/j.profnurs.2006.07.001
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.
Available from: Ayman Hamdan Mansour
- "Research studies found a positive relationship between cognitive variables of prior college achievement such as high school grades, aptitude test scores, achievement test scores, and other standardized tests scores with college academic achievement (Al-Nasir and Robertson, 2001; Scott et al., 2004; Martin et al., 2006; Newton et al., 2007; Al-Alwan, 2009; Olani, 2009). These variables were used as selection criteria for college admission in most of the higher educational institution all over the world (Al-Alwan, 2009). "
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ABSTRACT: There are many factors that affect college academic achievement among health sciences students.
The aim of this study was to examine selected psychological, cognitive, and personal variables that affect students' academic achievement among health sciences college students in Saudi Arabia.
A correlational descriptive cross-sectional design was employed to collect data on the studied variables from 510 health sciences students (Medicine, Nursing, Respiratory Therapy, and Pharmacy Doctor) employing self-administered questionnaire.
Results showed that students experienced low level of self-esteem and low level of student-faculty interaction; and high level of achievement motivation and satisfaction with life. Also, they reported mild levels of depression and stress and a moderate level of anxiety. Female students reported higher level of achievement motivation, depression, anxiety, and stress; while male students reported a higher level of self-esteem. Results also showed that achievement motivation, mothers' educational level, working besides studying, gender, aptitude test score, and depression level were the best predictors of academic achievement and accounting for 43% of the total variance.
Several psychological, cognitive, and personal variables were found to affect college academic achievement among health sciences students. Recommendations and implications to enhance students' academic achievement are discussed.
Available from: Loreto Lancia
- "Although is not yet clear which are the best, it appears that some selection processes that combine different modes (e.g., standardised testing and interviews or enhancement of upper-secondary diploma grades) determine lower levels of academic failure than others (Department of Health, DH, 2006; Newton et al., 2007b). Documenting the relationship between the selection methods and academic failure makes it possible to contribute to the international debate concerning the optimisation of the selection strategies (Department of Health, DH, 2006) in order to recruit students with the highest probability of academic success (Newton et al, 2007a). "
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ABSTRACT: Nursing student academic failure is a phenomenon of growing international interest, not only because of its economic impact but also because it negatively affects the availability of future nurses in different healthcare systems. To recruit the students with the highest probability of academic success, an open challenge for universities is to recruit students who have previously demonstrated superior scholastic aptitudes that appear to be associated with a greater likelihood of academic success. Documenting the relationship between the selection methods used when selecting nursing students and academic failure will contribute to the international debate concerning the optimisation of the selection strategies.
Available from: James W Crane
- "However, in contrast to these reports, a number of studies have found a link between entry qualifications and academic performance in nursing courses. Wong and Wong (1999) reported that high school science grades were a significant predictor of overall performance in a nursing course (Wong & Wong, 1999), and studies by van Rooyen et al. (2006) and Newton et al. (2007) found entry qualification to be a good predictor of performance in bioscience and the nursing course overall (Newton, Smith, Moore, & Magnan, 2007; van Rooyen, Dixon, Dixon, & Wells, 2006). More recently, Whyte et al. (2011) analysed student's results at a regional Australian university and found that entry score was the best predictor of nursing student's success. "
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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.
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