Academic and Non-academic Factors as Predictors of Early Academic Success in Baccalaureate Nursing Programs PDF Download
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Author: Deborah S. Dunn
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 171
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Author: Deborah S. Dunn
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 171
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Author: Kathryn Rhodes Alden
Publisher:
ISBN:
Category :
Languages : en
Pages : 197
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Keywords: academic success, baccalaureate nursing education, retention.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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ABSTRACT ALDEN, KATHRYN RHODES. Predictors of Early Academic Success and Program Completion Among Baccalaureate Nursing Students. (Under the direction of Duane Akroyd.) The Nursing Undergraduate Retention and Success (NURS) Model (Jeffreys, 2004) was the theoretical framework for a study that examined the predictive value of selected cognitive (cumulative GPA, science GPA, science credits, previous degree, reading comprehension, math skill), noncognitive (stress), and demographic (age, ethnicity) student profile characteristics on the early academic success and on-time program completion of baccalaureate nursing students. The sample consisted of 370 BSN students at a public university in the Southeast. Data were collected from an existing student database. The dependent variable, early academic success, was based on grades in nursing courses during the first two semesters. The dependent variable, program completion, was measured as on-time graduation at the end of six semesters or graduation being delayed or denied. Three of the independent variables (reading comprehension, math skill, and stress) were measures from the Nurse Entrance Test. The results of logistic regression analysis showed that for the model predicting early academic success (Ï! = 57.76, p
Author: Sharon Andrew
Publisher:
ISBN:
Category : Nursing
Languages : en
Pages : 406
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Author: Tahnee J. Andrew
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 246
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The challenges of nursing school exceed the preparation and abilities of many students despite rigorous admission requirements. Nursing faculty strive to find ways to keep attrition rates as low as possible while maintaining the high academic standards necessary for students to become successful and safe nurses. Unfortunately, attrition rates have remained high for decades. To help students achieve academic success, nursing faculty need to learn more about what students believe impacts their success. Using Jeffreys’ Nursing Universal Retention and Success (NURS) (2012) model as a comparative model, this study explored the beliefs of undergraduate nursing students related to factors that impact academic success in the first year of a nursing program. Findings indicated nursing students believe there are multiple factors impacting their academic success and they have the responsibility to address each of those factors to promote their own persistence and progress through their educational program. Participants recognized students’ responsibility related to study skills, time management, priorities, and attitudes. Participants also noted the need for support systems they can access to help them cope with stress and anxiety. Nurse educators can use the findings of this study to develop programs to assist students and provide the necessary supports to increase student retention.
Author: Lois S. Marshall
Publisher:
ISBN:
Category : Nursing students
Languages : en
Pages : 260
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Author: Arlene D. Fearing
Publisher:
ISBN:
Category : Nursing
Languages : en
Pages : 76
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Author: Paula H. Bryant
Publisher:
ISBN:
Category :
Languages : en
Pages : 168
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Student success in a nursing program is a complex process that involves the interaction of student attributes, academic, psychological, social, and environmental factors. Using the Jeffreys's (2015) Nursing Undergraduate Retention and Success (NURS) Model, the purpose of this research was to determine the individual student profile characteristics, academic characteristics, and personal attributes and attitudes that predict outcome in a baccalaureate nursing program. Three hundred sixty-three records of students admitted to a baccalaureate nursing program at a small, public university in southwest Georgia from May 2009-August 2014 were reviewed. Binomial logistic regression analysis was utilized to determine if three categories of independent variables: (a) student profile factors, (b) self-reported attitudes and attributes, and (c) academic factors could predict student outcome in the nursing program. Research results from this study found that student profile factors, specifically age, sex, program designation, and socioeconomic status were not predictive of outcome. Further, results found that academic factors, grade point average, and TEAS test scores were highly predictive of student outcome. Lastly, the research found that higher scores in self-reported critical thinking ability and learning style preference were predictive of a favorable student outcome. Of importance to nursing education is how these results can be utilized for review and revision of admission, and progression policies. The use of GPA and standardized test scores is a common practice for admission committees and will likely continue to be a significant factor in admissions decisions. Further research is needed as to how other factors that affect student outcomes, attrition or completion could be used to guide admission decisions.
Author: William Sedlacek
Publisher: Taylor & Francis
ISBN: 1000981282
Category : Education
Languages : en
Pages : 264
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Co-published in association with Big Picture Learning.Measuring Noncognitive Variables: Improving Admissions, Success, and Retention for Underrepresented Students is written for admissions professionals, counselors, faculty and advisers who admit, teach, or work with students during the admissions process and post-enrollment period. It brings together theory, research and practice related to noncognitive variables in a practical way by using assessment methods provided at no cost. Noncognitive variables have been shown to correlate with the academic success of students of all races, cultures, and backgrounds. Noncognitive variables include personal and social dimensions, adjustment, motivation, and student perceptions, rather than the traditional verbal and quantitative areas (often called cognitive) typically measured by standardized tests.Key Features include:* Models that raise concepts related to innovation, diversity and racism in proactive ways* Examples of admission and post-enrollment applications that show how schools and programs can use noncognitive variables in a variety of ways * Additional examples from foundations, professional associations, and K-12 programs* An overview of the limitations of traditional assessment methods such as admission tests, grades, and courses takenEducation professionals involved in the admissions process will find this guide effectively informs their practice. This guide is also appropriate as a textbook in a range of courses offered in Higher Education and Student Affairs Masters and PhD programs.
Author: Rosemary Guimond Hathaway
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 248
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