An exploration of the predictive validity of selection criteria on progress outcomes for pre‐registration nursing programmes—A systematic review

Abstract

Aim To identify the selection methods currently being used for pre‐registration nursing programmes and to assess the predictive power that these methods have on students' success. Background Research into selection methods in nursing education is beginning to emerge, yet it is unclear which methods are most predictive of students' success. Design A systematic review of the literature. Methods A systematic search of ten electronic databases: CINAHL, MEDLINE Ovid, EMBASE, PROQUEST Health and Medical, PROQUEST Education, COCHRANE Library, Web of Science, ASSIA, SCOPUS and PROSPERO was conducted. The results were expanded by the handsearching of journals, reference lists and grey literature. The PRISMA statement guided the review. Studies published in English between January 2008–March 2020 were eligible for inclusion, and quality assessment was undertaken using the CASP Checklist for Cohort Studies. Results Twenty‐five studies met the criteria for inclusion. A range of selection methods was identified including prior academic achievement, admissions tests, interviews, emotional intelligence tests, personal statements and previous healthcare experience. Prior academic achievement and admissions tests appear to be the selection methods most predictive of student success. The evidence surrounding other selection methods such as interviews and personal statements is less conclusive. Conclusion Selecting individuals with the appropriate knowledge, interpersonal skills and personal qualities needed to complete an undergraduate nursing programme is an important part of the role of nurse educators. This review shows that a wide variety of selection methods are used across different institutions, some of which are more effective than others in predicting student outcomes. Relevance to clinical practice Further research is required to justify the continued use of some commonly used selection methods for undergraduate nursing programmes. Selection models that combine various types of selection criteria with predictive power appear to increase the probability of selecting students that will have successful outcomes.

Personal statement versus psychological test as admission to the nursing degree: an evaluation

“…These findings however illustrate that the PS does not meet international psychometric standards for psychological tests [2]. Other concerns on the effectiveness of personal statements for selection have been raised in the literature [5,14,15]. The results of this study can be used by nursing education policy makers to inform on the continued use of the Personal Statement for admission to nursing.…”

“…It is important therefore that methods used to select into nursing will withstand internal and external scrutiny and furthermore be able to deal with the challenges from applicants who fail to gain a place. The tests are generally a gate keeping mechanism used to decide who progresses through to interview and the Personal Statement is one test generally used within the UK and more widely [5,19,26].…”

“…Evidence shows clearly that academic records are more effective selection methods than traditional interviews, references, and personal statements [14,15]. Conclusions from a systematic review of nursing programmes [5] support this view and comment that there is insufficient evidence regarding interviews and personal statements. Furthermore, evidence suggests that selecting individuals with personal values mirroring those of the organisation in which they will work, enhances organisational effectiveness [8].…”

Selection tests and their predictive value in university nursing students’ success in the first year of study

“…Although achieving a certain level of academic achievement prior to commencing university education is a necessary criterion, it is insu cient on its own. [17,18] A combination of prior academic achievement and admissions tests are reported to be the best indicator of nursing students' success in pre-registration nursing programs [13],…”

“…A scoping review of the existing evidence shows that the selection of students for nursing studies is informed mainly by cognitive and non-cognitive abilities. [4,13] Assessing cognitive skills is recommended in selecting nursing students to admit applicants with a high level of readiness for both clinical and academic success. [14,15] Reasoning skills have become increasingly important in an expanded set of cognitive abilities that are required for competent, responsive nursing care in highly complex and technology-enhanced healthcare environments.…”