Age and ‘type’ of domain specific entry qualifications as predictors of student nurses’ performance in biological, social and behavioural sciences in nursing assessments

Ofori, Richard

doi:10.1054/nedt.1999.0396

Cited by 62 publications

(42 citation statements)

References 24 publications

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“…nurses), variable age is positively cor related with the results achieved during studies. 13,[32][33][34][39][40][41][42] Generally, in case of older students, significantly better results of learning are noted as opposed to students who began their studies under the age of 26, regard less of any additional qualifications on entry. 32,40 In the studies on the reasons of attrition at the nursing depart ment, it was the young age that was pointed to as a negative predictor.…”

Section: Discussionmentioning

confidence: 99%

“…13,[32][33][34][39][40][41][42] Generally, in case of older students, significantly better results of learning are noted as opposed to students who began their studies under the age of 26, regard less of any additional qualifications on entry. 32,40 In the studies on the reasons of attrition at the nursing depart ment, it was the young age that was pointed to as a negative predictor. 13,34,42 As is reported by Pryjmachuk et al, 13 age on entry is of moderate influence when it comes to timely completion of studies at the nursing department.…”

Section: Discussionmentioning

confidence: 99%

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Risk of Attritionfrom Master of Science in Pharmacy Degree Program: 15-year Predictive Evaluation.

Pańczyk¹,

Rebandel²,

Belowska³

et al. 2016

IJPER

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A model of logistic regression was used to evaluate predictive factors that are of potential influence on the risk of the delayed graduation or attrition. Results: For the model with the outcome variable "timely/delayed graduation" it was found that men bear nearly twice as big a risk of a delayed graduation than women (OR=1.978; P=0.004). It was also observed that students recruited within a new system of admission have almost 10 times greater chances for a delayed graduation as opposed students from the years recruited on the basis of old regulations (OR=10.224; P<0.001). Moreover, for a regression model based on the outcome variable" timely graduation/attrition", it was also noted that men bear a greater risk of attrition than women (OR=3.621; P<0.001) and that students recruited within a new system as opposed to the old one (OR=23.734; P<0.001). Also, good predictive ability was found for both recruitment criteria when evaluating the risk of attrition (OR for biology and chemistry was 0.974 and 0.958, respectively). Additionally, it was observed the risk of attrition and failure to complete studies was age on entry (OR=1.154; P=0.05). Conclusion: The obtained results of the predictive analysis allow determining a profile of a student who bears a high risk of attrition during studies at the pharmacy department: man who began his studies at least one after completing secondary school and achieved a score in chemistry and biology below the average compared to other candidates accepted to this faculty.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Risk of Attritionfrom Master of Science in Pharmacy Degree Program: 15-year Predictive Evaluation.

Pańczyk¹,

Rebandel²,

Belowska³

et al. 2016

IJPER

View full text Add to dashboard Cite

show abstract

“…This research often focuses on sound as just one aspect of multimedia learning, building on Paivio's dual coding theory and the tripartite memory model. There is a presumption that multimedia modality is superior; audio-only modality no longer receives wide scrutiny (Crooks et al, 2012;Koroghlanian & Klein, 2004;Mayer & Moreno, 2002;Mayer & Sims, 1994;Moreno & Mayer, 1999, 2000Mousavi et al, 1995;Tabbers, Martens, & van Merrienboer, 2001. Likewise, given a choice between audio-only and multimedia objects, nursing students may select media-rich items, rather than audio-only format materials, also assuming that its value for their education will be enhanced (Pilarski, Johnstone, Pettepher, & Osheroff, 2008;Shantikumar, 2011).…”

Section: History Theories and Characteristics Of The Modality Effectmentioning

confidence: 99%

“…In other words, these college-age nurses had stopped studying science midway through their teenage years. Ofori (2000), in a study of over 200 British nursing students, notes that there are additional methods that allow entry for these students, such as the UK National Vocational Qualifications, which allow prospective nurses without GCSEs to qualify through work experience. He argues that age, rather than qualifications such as the GCSE, better predicts performance, with students under 20 more at risk, and students over 34 years of age predicting better performance.…”

Section: Characteristics Of First Year and Continuing Nursing Studentsmentioning

confidence: 99%

Learning a technical language: The modality effect in nursing students' retention of new vocabulary

Wieland¹

2018

Preprint

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This study explores the modality effect as it applies to beginning nursing students, andwhether reading or audio recordings are more effective teaching formats for the highly technical vocabulary and pharmacological terms used in psychiatric nursing. Past research on health science students indicates that personal learning preferences may also have an impact on modality and learning. Nursing students have specific characteristics that influence personal learning preferences, and the use of digital audio recordings for learning, which also makes technical vocabulary especially challenging.

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“…The CSSQ and SEEQ have been used to measure students' satisfaction in six and nine categories respectively (see Table 1). Other categories and sub categories included students' characteristics: entry qualifications (Ofori, 2000); gender (Tatro, 1995); disability status (Scullion, 2000); ethnicity (Chevannes, 2001) and age (El Ansari & Oskorochi, 2006). Also included are the course characteristics study mode (Lee et al, 1999); course level (Kerridge & Matthews, 1998); course module and the qualification aim (Eaton et al, 2000;El Ansari, 2002).…”

Section: Introductionmentioning

confidence: 99%

Factors Affecting Construction Students’ Satisfaction with Grades in Design Courses

Ogunmakinde¹,

Sher²,

Ogunmakinde³

et al.

EPiC Series in Education Science

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The construction and built environment sector is dynamic. It is made up of professionals who are knowledgeable about design, planning, construction and cost estimation. Design is one of several courses undertaken by construction students. Assessing design drawings is demanding for tutors as the assessment criteria need careful consideration. Assessment results may encourage or discourage students. Their morale may be affected if they feel their efforts have not been rewarded. Achieving a balance between the tutors' decisions and students' satisfaction is therefore important. This research sought to identify factors affecting students' satisfaction with grades in design courses. The study was undertaken among year 3 and 4 architecture students in a Nigerian university. One hundred and twenty students were invited to reply to an online questionnaire. Their responses revealed that most of them were not satisfied with their tutors. They felt that marking was inconsistent. This study identified a range of ways students felt assessment could be improved. Chief amongst these was a suggestion that the same tutors assessed the work of all students (rather than for several tutors to be involved). Based on these issues, the paper suggests ways to balance tutors' assessments and students' satisfaction.

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Age and ‘type’ of domain specific entry qualifications as predictors of student nurses’ performance in biological, social and behavioural sciences in nursing assessments

Cited by 62 publications

References 24 publications

Risk of Attritionfrom Master of Science in Pharmacy Degree Program: 15-year Predictive Evaluation.

Risk of Attritionfrom Master of Science in Pharmacy Degree Program: 15-year Predictive Evaluation.

Learning a technical language: The modality effect in nursing students' retention of new vocabulary

Factors Affecting Construction Students’ Satisfaction with Grades in Design Courses

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