Predictors of Success in BSN Students

Tartavoulle, Todd; Adorno, Marie; Garbee, Deborah; Kensler, Paula; Manning, Jennifer; Pierce, Stephanie

doi:10.1515/ijnes-2017-0028

Cited by 11 publications

(23 citation statements)

References 9 publications

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“…Similarly, students' age and race did not impact academic success in this study. These findings differ from Tartavoulle et al [11] who found nursing students who were older and SOC were less likely to be academically successful. Again, previous college GPAs were consistent predictors of success, whereas noncognitive variables, SAT scores, and demographic variables did not predict academic success for junior year nursing students.…”

Section: Discussioncontrasting

confidence: 98%

“…[5] Some nursing programs also rely on commercial entrance examinations and prior science grades in an attempt to admit applicants who are more likely to succeed. [9][10][11] Attrition imposes unacceptable financial and social costs for students as well as higher education institutions, [6,7,11] and slows progress toward meeting nursing workforce demands.…”

Section: Introductionmentioning

confidence: 99%

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Junior baccalaureate nursing students: Factors that predict success

Smith

2020

JNEP

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Baccalaureate nursing education strives toward comprehensive preparation of diverse nursing students to meet current healthcare workforce demands. Identification of factors that predict academic success is imperative to meet this goal. The purpose of this study was to discover whether specific academic and noncognitive variables predicted baccalaureate nursing students’ academic success, as defined by junior-year grade point average (GPA) and persistence in nursing education. This post-facto correlational study was conducted over two semesters. Junior year nursing students (N = 150) answered the Short Grit Survey and the Noncognitive Questionnaire, and their academic records were examined for previous college grades (GPAs) and SAT scores. Demographic groups were compared using t-tests, and the data were regressed on junior-year student GPAs and persistence in the major to determine predictors of success. Several significant differences between the participant group responses were noted. Only early-college GPAs predicted junior-year success. SAT scores, grit and noncognitive factors, as well as demographic variables, did not predict academic success. These results inform baccalaureate education programs about priorities for admitting and advising students, and support the use of early-college GPAs to predict the academic success of junior-year baccalaureate nursing students.

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Section: Discussioncontrasting

confidence: 98%

Section: Introductionmentioning

confidence: 99%

Junior baccalaureate nursing students: Factors that predict success

Smith

2020

JNEP

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“…Caucasian students made up the largest percentage in each cohort and ranged from 39% (Van Hofwegen et al, 2019)–99.4% (Rankin, 2013). Other ethnic groups of students reported in the samples were Pakeha (35%) (Shulruf et al, 2011), Asian ranging from 1.8% (Cunningham et al, 2014)–28% (Shulruf et al, 2011) and African American students ranging from 5% (Cheshire et al, 2015)–9.4% (Tartavoulle et al, 2018). A detailed report of the ethnicity of all participants is presented in Table 3.…”

Section: Resultsmentioning

confidence: 89%

“…Gender was cited in 16 studies, with males and females present in all samples (Ahmad & Safadi, 2009; Cheshire et al, 2015; Cunningham et al, 2014; Díaz et al, 2012; Elkins, 2015; Gale et al, 2016; Hinderer et al, 2014; Van Hofwegen et al, 2019; Lancia et al, 2013; Pitt et al, 2015; Rankin, 2013; Sharon & Grinberg, 2018; Shulruf et al, 2011; Tartavoulle et al, 2018; Timer & Clauson, 2011; Traynor et al, 2016). Females formed the largest group in most studies apart from Ahmad and Safadi (2009) (58.5% male) and Lancia et al, (2013) (57% male).…”

Section: Resultsmentioning

confidence: 96%

“…Twelve studies were carried out in the USA (Newton & Moore, 2009, Díaz et al, 2012, Underwood et al, 2013, Cunningham et al, 2014, Hinderer et al, 2014, Elkins, 2015, Cheshire et al, 2015, Wambuguh et al, 2016, Strickland & Cheshire, 2017, Lui et al, 2018, Tartavoulle et al, 2018, Van Hofwegen et al, 2019). Six were undertaken in the UK (Callwood et al, 2018, 2020; Donaldson et al, 2010; Gale et al, 2016; Rankin, 2013; Traynor et al, 2016).…”

Section: Resultsmentioning

confidence: 99%

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

Crawford

Black

Melby

et al. 2021

Journal of Clinical Nursing

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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.

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